Lesson on Friday, April 28, 2017

Aim: What is judicial review and how did Marbury v. Madison establish it? What are considered landmark Supreme Court cases and why?

Bell Ringer: Begin presentations!

Objectives

1. Students will analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.

Agenda:

1. SUPREME COURT CASES PRESENTATION

2. Complete Attachment B while students present.

3. SUPREME COURT CASES POST QUIZ 4. Explain to students that they will learn more about the Supreme Court and its decisions next year in American Government.

Home Learning:

Complete the quiz (it is found below) 

Quiz on Friday, April 28, 2017

Attachment D

Landmark Supreme Court Cases Quiz

Low Complexity Items (4 items):

1.    Which statement is true of the decisions of the Warren Court?

a.   They were of little importance to the average American.

b.   They were praised by liberals.

c.   They were by conservatives.

d.   They were an obstacle to change in election districts.

2.    Which Supreme Court case resulted in a woman’s right to have an abortion in the first three months of pregnancy?

a.   Griswold v. Connecticut

b.   Webster v. Reproductive Health Services

c.   Roe v. Wade

d.   Mapp v. Ohio

3.    Which of the following helped integrate the schools?

a.   Brown v. Board of Education of Topeka

b.   Swann v. Charlotte-Mecklenburg Board of Education

c.   School Magnet Programs

d.   All of the above.

4.    What did the Regents of the University of California v. Bakkecase do?

a.   It challenged affirmative action programs on the basis that they are unfair to minorities.

b.   It challenged affirmative action programs on the basis that they are a form of reverse discrimination.

c.   It mandated the use of the quota system.

d.   It reversed Brown v. Board of Education of Topeka.

Moderate Complexity Items (4 items):

5.   What issue do Miranda v. Arizona, Gideon v. Wainwright andEscobedo v. Illinois have in common?

a.   due process of law

b.   “separate but equal”

c.   “all deliberate speed”

d.   equal protection of the law

6.    How was Judicial Review established?

a.   by the Constitution.

b. by Executive Order

c. by Marbury v. Madison.

d. by Escobedo v. Illinois.

7.   Which of the following is not a reason why Gideon v. Wainwright is considered a landmark case?

a.   Thurgood Marshall represented Gideon before the Supreme Court.

b.   The Supreme Court ruled that the Constitution requires States to provide attorneys to criminal defendants if they cannot afford lawyers themselves.

c.   Gideon sent a hand written petition to the Supreme Court that he drafted on his own.

d.   It was a unanimous decision by the Court that gave poor people charged with crimes, more of a chance of having a fair trial.

8.   Which case(s) expanded the rights of the accused?

a.   Griswold v. Connecticut

b.   Escobedo v. Illinois

c.   Mapp v. Ohio

d.   both b and c.

  

High Complexity Items (7 items:  3 of which are Document Based Questions- DBQ):

9.   Read the following quote:

“We come then to the question presented:  Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal, deprive the children of the minority group of equal education opportunities?  We believe that it does…We conclude that in the field of public education the doctrine of ‘separate by equal’ has no place.”

From where did this quote most likely originate?

a.   the majority opinion

b.   the minority opinion

c.   the dissenting opinion

d.   a lower court ruling

10.               What is the primary cause of de jure segregation?

a.   Existing laws

b.   Random chance

c.   Habit and custom

d.   Inequalities in education

11.               Which is the correct order of the following events?

I.             Roe v. Wade

II.           Griswold v. Connecticut

III.          Anti-abortion advocates become political activists begin to form right to life groups

IV.         Webster v. Reproductive Health Services

a.   I, II, III, IV

b.   IV, I, III, II

c.   II, I, III, IV

d.   II, IV, I, III

12.                “The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others retained by the people.”

Which is true of the above quotation?

a.   It refers only to the rights retained by the States.

b.   It refers to the rights of the accused.

c.   Is a quote from the 4th Amendment.

d.   Has been interpreted by the Supreme Court to include a woman’s reproductive rights.

13. Who is most likely to benefit from the court’s decision shown in this photograph?

a.   The woman because she is old enough to work.

b.   The little girl because she can go to any school she wants.

c.   Minority children who no longer have to go to segregated schools.

d.   The Board of Education of Topeka, Kansas.

14.   What message is the illustrator trying to depict in this cartoon?

a.   Miranda v. Arizona will never be overturned.

b.   The right to remain silent is no longer in effect.

c.   The police officer talks too much.

d.   The Supreme Court has limited Miranda protections since their 1966 decision.

INTERPRETING CHARTS

Use the chart to answer the following question.

15. What would be another label for the second box from the left?

a.	Exclusionary rule in effect.
b.	Police follow Miranda Rule.
c.	Defendant invokes the 5th Amendment.
d.	Informed of custody rights.

Lesson on Tuesday, April 25, 2017

Aim: 1. What is judicial review and how did Marbury v. Madison establish it?
2. What are considered landmark Supreme Court cases and why?

Bell Ringer: EOC Review Packet / pages 21-22

Objectives:

1.  Students will analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.

Agenda:

1. Bell Ringer (10 min) 

f. After sufficient time is given for research and preparation (more than one class period needed if used in a traditional one hour block or less) students will present findings to the class. Prior to student presentations, distribute “Landmark Supreme Court Cases” handout (Attachment B). Each student is responsible for listening carefully to each presentation and summarizing the key question/issue and decision/outcome. 

h. At the conclusion of the presentations, I will assign the home learning assignment and tell students to study for the post quiz, which should be given during the next class period.

Home Learning: Study for the post quiz, which will be given tomorrow (Friday, April 28) after the presentations.  EOC Review Packet pages 24-25

Lesson on Monday, April 24, 2017

Aim: 1. What is judicial review and how did Marbury v. Madison establish it?

2. What are considered landmark Supreme Court cases and why?

Bell Ringer: Grade and review Civil Rights Quiz

Objectives:

1.Students will analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.

Agenda:

1. Bell Ringer (10 min)
2. Civil Rights Movement Paper:
a. Write down the following: Ninth Amendment (1791) Unenumerated Rights – The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
-Reflect, write about and discuss what the Ninth Amendment means. –
Is there anything in the ninth amendment that specifically refers to abortion.
-Take a few minutes to skim through the Constitution (if provided to them or in the class textbook) looking for wording on abortions. Predict why a woman has a constitutional right to have an abortion, but it doesn’t appear to be written in the constitution. Have a short discussion before the lesson.
-Add this side note in closure to the lesson opening: The Constitution lists many, but not all, of the rights enjoyed by the people. In other words, because a right is not spelled out in the Constitution does not necessarily mean that the people do not have this right. The point of this amendment was to prevent governments from denying people a right simply because it was not specifically listed in the Constitution.
b. Use the Jump in Reading strategy to read “The Court and Constitutional Interpretation” – Attachment A from the Supreme Court website. Stop and discuss key points and vocabulary, as needed, especially the importance of Marbury v. Madison in establishing judicial review.
c. You will be working in small groups to investigate famous Supreme Court decisions that have had a significant impact on life in the United States.

d. Break into small learning groups and assign one of the following cases to each group:
Brown v. Board of Education of Topeka (1954)

Escobedo v. Illinois (1964)
Gideon v. Wainwright (1963)
Griswold v. Connecticut (1965)
Mapp v. Ohio (1961)
Miranda v. Arizona (1966)
Regents of the University of California v. Bakke (1978)
Roe v. Wade (1973)
Swann v. Charlotte-Mecklenburg Board of Education (1971)
Webster v. Reproductive Health Services (1989)

e. You will primarily be using one of suggested websites (see Technology Integration) to research your case. You must prepare an oral and written presentation explaining the case and the outcome. Students should also read the majority and minority opinion in their assigned case and explain the reasoning. Provide each student with a copy of Attachment C for the project details and completion of the assignment.

Home Learning: Work on Supreme Court Civil Rights case. 

Use the guide below to search for information on your designated case (I will give you a hard copy tomorrow in class:

Attachment C

LANDMARK SUPREME COURT CASE PROJECT

Instructions:  You will be researching a Supreme Court case.  Please use this sheet to help organize your oral and written presentation.  You should use at least three sources from the list at the bottom of the page for your research.  Your oral presentation should be 3 - 5 minutes long and the paper should be a minimum of 2 written pages.  You may work in small groups of up to four people.  This project is worth 4 grades – two each for the oral and written assignments.

Names of group members:

Assigned Case:                                                                                                            

Sources Used:

Background Information:  (What was the case about?)

Supreme Court Decision: 

Majority Opinion:

Minority Opinion:

Why was this case important?  What changes occurred in the United States as a result of this case?

Suggested sources:

·         www.supremecourt.gov

·         http://www.billofrightsinstitute.org/page.aspx?pid=469

·         http://www.oyez.org/cases

·         http://www.streetlaw.org//en/Landmark.aspx

Additionally, please consult our school’s online databases such, as SIRS and GALE.

DUE DATE: Wednesday, April 26, 2017

Lesson on Friday, April 21, 2017

Aim: To what extent did both the Civil Rights Movement and the Black Power Movement achieve its goals?

Bell Ringer: Journal 78 - What was the fundamental difference between Booker T. Washington’s and W.E.B. Du Bois’ philosophy regarding the methods to achieve racial equity in America? (Attachment A)

Journal 79 - How did the NAACP and other civil rights organizations help shape the civil rights movement?

Objectives:

1. Students will access key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.

2. Students will compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.

3. Students will assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. 12. SS.912.A.7.17: Examine key events and key people in Florida history as they relate to United States history.

Agenda:

1. Bell Ringer (10 min)

2. h. Complete Attachment H (timeline). It is divided into decades so that students are able to see how the movement evolved from a grassroots to a more national effort.

3. i. Post-quiz associated with this lesson (see Attachment I).

CIVIL RIGHTS MOVEMENT QUIZ

1. Attachment C – 5 points

2. Attachment G – 5 points

3. Timeline – 5 points

4.  QUIZ – 15 points

5. TOTAL – 30 POINTS

Civil Rights Movement Timeline

https://www.infoplease.com/spot/civil-rights-timeline

Lesson on Thursday, April 20, 2017

Aims: 1. How did militant black leaders, like Malcolm X and Huey Newton, help shape the Black Power Movement?

2. To what extent did both the Civil Rights Movement and the Black Power Movement achieve its goals?

Bell Ringer: Journal 76 - How did the Plessy decision affect race relations in the United States?

Journal 77 - How were African Americans prohibited from exercising their voting rights? Cite information from yesterday's reading.

Objectives:

1. Students will access key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.

2. Students will compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.

3. Students will assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.

Agenda:

1. Bell Ringer (10 min)

2. Grade and review Attachment C (5 min)

3. Review Great Society History Lab (5 min)

4. f. Reading: Use jump-in-reading strategies or other effective reading strategies appropriate for your class to read with the students Attachment D, E, and F. Stop, discuss, and check for understanding during appropriate points in the reading. (rest of class)

5. (grade journals 61-70 while students are reading)

6. EOC Review Packet pages 21 and 22

Home Learning: Attachment G - Create a comprehensive list of the leaders and organizations responsible for shaping the civil rights movement from its early inception. Begin with Homer Plessy and end with the leaders of the Black Panthers (Huey Newton and Bobby Seale). Under the column for accomplishments, place any events they led and/or federal legislation they helped inspire.

Lesson on Wednesday, April 19, 2017

Aims: How did the Plessy decision affect race relations in the United States?

How were African Americans prohibited from exercising their voting rights?  

Bell Ringer: Filing

Objectives:

1.  Students will access key figures and organizations in shaping the Civil Rights Movement and Black Power Movement. 

2.  Students will compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights. 

3.  Students will assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. 

4.  Students will examine key events and key people in Florida history as they relate to United States history.

Agenda:

1.   Bell Ringer (10 min) 

2.   EOC Review Packet pages 21 and 22 (10 min) 

3.   a. Civil Rights Movement K-W-L and H (What do I already Know?, What do I Want to learn?, What have I Learned?  Allude to the racial discord that seemingly consumed the United States during this era. Mention the names of key figures and organizations who engaged in acts of civil disobedience to expose the grotesque nature of bigotry. (5-10 min) 

4.   b. Attachment A, “Nationalizing De facto Segregation.” Stop, discuss, and check for understanding during appropriate points in the reading. 

5.   c. Have students define the important vocabulary terms associated with this lesson. 

6.   d. Attachment B, “Early Challenges to Racial Segregation.” Stop, discuss, and check for understanding during appropriate points in the reading. 

7.   e. Complete Attachment C (graphic organizer). When reviewing this assignment with the students, examine the judgments and their social impact. Underscore the influence the Supreme Court has on public policy without having a single one of the justices elected by the people. Mention, moreover, that they are not representative of the general American public at large. Use this opportunity to question the constitutionality of judicial review. Should nine unelected justices, that serve life terms, have as much power as the legislative and executive branches combined?

Home Learning:

1.   Complete Attachment C

2.   Great Society History Lab

3.   Journals 61-70 graded tomorrow

GREAT SOCIETY HISTORY LAB

Source 1 – Major Great Society Programs chart, including names and descriptions of several programs

Source 2 – Herblock Political Cartoon entitled “Kindly Move Over a Little, Gentlemen”

Source 3 – “Number in Poverty and Poverty Rate” Graph

Source 4 – Political cartoon “There’s Money Enough to Support Both of You”