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The curriculum, Supreme Court DBQs, was made possible by a generous grant from the National Endowment for the Humanities through its We the People program.
Mission Statement
Established in 1999, the Institute is a 501(c)(3) not for profit charity focused on providing educational resources on America's Founding documents and principles for teachers and students of American History and Civics. Our mission is to educate young people about the words and ideas of the Founders, the liberties guaranteed in our Founding documents, and how our Founding principles continue to affect and shape a free society.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Identifying and Teaching against Misconceptions: Six Common Mistakes about the Supreme Court by Professor Diana E. Hess, pp. vii-xiii
6. It is common for the Court to accept cases filed by poor people in prison.
7. When the Supreme Court rules on a case, it has established the final right answer.
8. The Courts judgment is not influenced by individuals or interest groups. 9. Teaching facts such as these might lessen students respect for the Supreme Court.
3. The Constitutions limits apply to actions by anyone, such as a private organization FALSEConstitution applies only to actions by a federal, state, or local
government actor 4. The Supreme Courts primary function is to liberate people the federal judiciaryof a FALSEprimary function is to ensure uniformity in from the heavy hand discriminatory majority. FALSEensure uniformity 5. The role of the Court is to correct errors when lower courts have made mistakes. FALSEone-tenth of to percent of filed by petitions were granted 6. It is common for the Courtoneaccept casespauperspoor people in prison. review FALSE: We are not final because we are infallible, but we are infallible only 7. When the Supreme Court rules on a case, it has established the final right answer. because we are final. Justice Robert Jackson 8.FALSE people interested in a case may file amicus briefs, on which the Court The Courts judgment is not influenced by individuals or interest groups. often relies. 9. Teaching facts such as these might lessen students respect for the Supreme Court. TRUE-- But true respect is much more powerful when it comes from a strong knowledge base. Diana Hess, xiii or an employer.
Elements of The Bill of Rights Institute DBQ approach: Each unit includes a scholarly essay to set the stage.
Within each Landmark Case DBQ Case Background Summary: introduces historical background for case Key Question: focuses attention on constitutional impact Documents: historical case precedents case documents case related material Each document has a scaffolding focus question. Promotes teacher choice and flexibility in design and use of materials.
Equal Protection and Affirmative Action, Warner Winborne, Ph.D. pp. 37-39
Equality is self-evidentnot governments job Civil War Amendments made it governments job to promote equality What is equal protection?legal & political, not social & economic Plessy established separate but equal as the rule for social interactions. However, several decisions endorsed legal & political equality. 1954Brown v. Board of Education was the real turning point. 1978Regents of the University of California v. Bakke established that affirmative action lives, but that the Equal Protection Clause prohibits reverse discrimination. 2003Gratz v. Bollinger & Grutter v. Bollinger, cases from University of Michigan, established that affirmative action still lives, but must be narrowly tailored.
According to the Supreme Courts ruling in Plessy v. Ferguson, what was the basic flaw in Plessys argument? Plessy was wrong to argue that 1. social prejudices could be overcome without legislation.
2. separation of the races meant that one race was inferior.
3.
4. 5.
Scaffolding Questions
13
Evaluate the
degree to which each of the following informed the ruling in Plessy v. Ferguson: custom, precedent, and understanding of federalism.
14
Sala Capitular, room in New Orleans where the Louisiana Supreme Court heard Plessy v. Ferguson in 1892; photo ca. 1903
Plessy: Evaluate the degree to which each of the following informed the ruling in Plessy v. Ferguson: custom, precedent, and understanding of federalism.
Analyze the prompt What do we mean by custom? Precedent? Federalism? How did each of these elements relate to the issue of equal protection in Homer Plessys case?
Custom (tradition)
Precedent (formal
document or official procedure)
Federalism
(division of power between national & state levels)
Group Assignments
Group 1: Documents A, C, D Group 2: Documents B, E Group 3: Documents F, G Group 4: Documents H, I
Favors Plessy
Favors Ferguson
Place document letters in the appropriate cell(s) in graphic organizer.
Custom Precedent
Federalism
19
20
Custom (tradition)
Precedent
(formal document or official procedure)
A,E, F, G
Federalism
(division of power between national & state levels)
C, D, H
C, D, I
Additional Documents
J. Final Judgment, 1896 M. At the bus station, 1940 Brown v. Board of Education (1954)
Louisiana Supreme Court decision was affirmed; Plessy lost at both levels.
In 1954, the Court invalidated the principle of separate but equal because of its effects, making the law conform to the principles of the Fourteenth Amendment.
24
25
26
Dissent, continued
[T]he interests of both [races] require that the common government of all shall not permit the seeds of race hate to be planted under the sanction of law. What can more certainly arouse race hate,than state enactmentsthat colored citizens are so inferior and degraded that they cannot be allowed to sit in public coaches occupied by white citizens? That, as all will admit, is the real meaning of such legislation as was enacted in Louisiana. (Compare to Adamss fig leaf reference in Document F.)
Document Analysis
Favors Plessy
A, E, F, G C, D, H
Favors Ferguson B, E, G, I I C, D, I
Evaluate the degree to which each of the following informed the ruling in Plessy v. Ferguson: custom, precedent, and understanding of federalism.
How might the following additional documents be added to the graphic organizer in order to help address the Key QuestionJ, K, L, M, Brown v. Board of Education passage?
Courtesy of Skywriter
31
The Old Senate Chamber, where the Supreme Court met from 1860 - 1935
While precedents such as the Declaration of Independence and other writings illustrated the Founders idealistic approach to the equality principle, the pressures of custom and tradition ultimately proved to carry more weight in the Courts concept A suggestion for the thesis statement... of federalism as applied in Plessy v. Ferguson.
According to the Supreme Courts ruling in Plessy v. Ferguson, what was the basic flaw in Plessys argument? Plessy was wrong to argue that 1. social prejudices could be overcome without legislation.
2. separation of the races meant that one race was inferior.
3.
4. 5.
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