Goals & Objectives
Goal: Students will analyze the effect Supreme Court decisions had on the lives of African Americans.
Objective: Students will evaluate which Supreme Court decision had the biggest impact on the Civil Rights Movement.
Objective: Students will evaluate which Supreme Court decision had the biggest impact on the Civil Rights Movement.
California State Content and Common Core Standards
11.10 Students analyze the development of federal civil rights and voting rights.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
Common Core Reading- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Common Core Writing- 1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
11.10.3 Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
Common Core Reading- 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Common Core Writing- 1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Lesson Introduction
The teacher will begin by giving the students a hypothetical scenario. The teacher will select two students randomly and explain that those students ended up crashing their cars into one another in the parking lot. Both students claim that it was the other person’s fault, although it is clear that Student B was to blame. To solve the problem, both students consult the security guard, who then redirects them to the school principle. The principle decides that the accident was the fault of student A because he has had problems with that student before in the past. The teacher will then ask the students how they feel about the way in which the situation was handled and how would they feel if they were student A being blamed for a problem that was student B’s fault. This will give them an insight into Dred Scott v. Sandford, which it was ruled that Scott did not have the right to sue for his freedom since he was not a citizen.
Vocabulary
The key terms of this lesson are landmark Supreme Court cases as well as California law. The terms will be discussed actively in class and include:
1) Dred Scott v. Sandford
2) Plessy v. Ferguson
3) Brown v. Board of Education
4) Regents of the University of California v. Bakke
5) Bolling v. Sharpe
6) Sweatt v. Painter
7) California Proposition 209
1) Dred Scott v. Sandford
2) Plessy v. Ferguson
3) Brown v. Board of Education
4) Regents of the University of California v. Bakke
5) Bolling v. Sharpe
6) Sweatt v. Painter
7) California Proposition 209
Content Delivery
This lesson will be centered on student work/discussion. The teacher will begin by dividing the class into seven groups. Each group will be given a Supreme Court case or California law. The teacher will then give a brief background of all the cases/law to the class, before each group goes more in depth on their particular case/law. To keep students thinking critically, the teacher will remind students to ask themselves why this particular case or law matters.
Student Engagement
Each group will be required to create a poster about their case. Students can use their textbook as well as a handout that the teacher will give each group about their case or law that includes information that may not be present in the book, including majority/dissent opinions about the case or the language of the actual law itself. Each poster must have a picture that represent their case, the name of the case or law and must be broken into four parts: the background information of the case or law, the main arguments of both sides of the case/law, the actual ruling of the case or the law that went into effect and answer to the question why does this matter. After creating their posters, each group will present their poster to the class, but will withhold what the ruling was on the actual case or what law went into effect. The teacher will then call on students randomly to explain what they would rule on the case or law and why. The teacher will look for differing opinions in order to further student engagement/discussion. After the class discussion, each group will reveal what the actual ruling was or what law went into effect before explaining why this matters. As each student presents their poster, students will take guided notes on each presentation.
Some questions that will be asked during the class discussion will include:
· Why would some people think/feel this way about the situation?
· If you were to rule on this case or vote on this law, what would you decide and why?
· How would you feel if a law was discriminating against you?
· What factors led up to the decision of this particular case/law?
Some questions that will be asked during the class discussion will include:
· Why would some people think/feel this way about the situation?
· If you were to rule on this case or vote on this law, what would you decide and why?
· How would you feel if a law was discriminating against you?
· What factors led up to the decision of this particular case/law?
Lesson Closure
At the end of the discussion, students will be asked to turn in their guided notes as well as posters.
Assessment
Formative- The teacher will walk around to ensure that students are on track with their posters and the content they are placing on them. If it is clear that they do not understand the content/assignment, the teacher will ask questions to ensure that students get back on track.
Formative- Students will turn in guided notes so the teacher can check whether or not the students got all the information they needed.
Summative- The posters will be turned in and graded for content as well as quality of writing.
Formative- Students will turn in guided notes so the teacher can check whether or not the students got all the information they needed.
Summative- The posters will be turned in and graded for content as well as quality of writing.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners as well as Striving Readers and Students with Special needs will be given handouts on all the cases including pictures as well as what should be included on all the posters. If needed, Students with Special Needs will be given an example of the poster in order to ensure their success and completion of the assignment. English Learners will also be paired with native speakers during this assignment to ensure they are gaining access to the English language.