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HIGH SCHOOL LESSON PLAN - NEA Home School Lesson Plan - 14th Amendment... · 2 High School Lesson Plan: Freedom of Speech in Schools, 14th Amendment to the U.S. Constitution HIGH

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Page 1: HIGH SCHOOL LESSON PLAN - NEA Home School Lesson Plan - 14th Amendment... · 2 High School Lesson Plan: Freedom of Speech in Schools, 14th Amendment to the U.S. Constitution HIGH
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HIGHSCHOOLLESSONPLANEqualProtectionunderLaw14thAmendmenttotheU.S.ConstitutionBrownv.BoardofEducationGradelevel:9-12CommonCoreStandards

EnglishLanguageArtsStandards»Reading:InformationalText»Grade11-12»8DelineateandevaluatethereasoninginseminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseoflegalreasoning(e.g.,inU.S.SupremeCourtmajorityopinionsanddissents)andthepremises,purposes,andargumentsinworksofpublicadvocacy(e.g.,TheFederalist,presidentialaddresses).EnglishLanguageArtsStandards»Reading:InformationalText»Grade11-12»9Analyzeseventeenth-,eighteenth-,andnineteenth-centuryfoundationalU.S.documentsofhistoricalandliterarysignificance(includingtheDeclarationofIndependence,thePreambletotheConstitution,theBillofRights,andLincoln’sSecondInauguralAddress)fortheirthemes,purposes,andrhetoricalfeatures.EnglishLanguageArtsStandards»Writing»Grade11-12»9»bApplygrades11-12Readingstandardstoliterarynonfiction(e.g.,“DelineateandevaluatethereasoninginseminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseoflegalreasoning[e.g.,inU.S.SupremeCourtCasemajorityopinionsanddissents]andthepremises,purposes,andargumentsinworksofpublicadvocacy[e.g.,TheFederalist,presidentialaddresses]”).EnglishLanguageArtsStandards»History/SocialStudies»Grade9-10

KeyIdeasandDetails

CCSS.ELA-LITERACY.RH.9-10.1Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources,attendingtosuchfeaturesasthedateandoriginoftheinformation.CCSS.ELA-LITERACY.RH.9-10.2Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummaryofhowkeyeventsorideasdevelopoverthecourseofthetext.

CCSS.ELA-LITERACY.RH.9-10.3Analyzeindetailaseriesofeventsdescribedinatext;determinewhetherearliereventscausedlateronesorsimplyprecededthem.

CraftandStructure

CCSS.ELA-LITERACY.RH.9-10.4Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularydescribingpolitical,social,oreconomicaspectsofhistory/socialscience.CCSS.ELA-LITERACY.RH.9-10.5Analyzehowatextusesstructuretoemphasizekeypointsoradvanceanexplanationoranalysis.CCSS.ELA-LITERACY.RH.9-10.6Comparethepointofviewoftwoormoreauthorsforhowtheytreatthesameorsimilartopics,includingwhichdetailstheyincludeandemphasizeintheirrespectiveaccounts.IntegrationofKnowledgeandIdeas

CCSS.ELA-LITERACY.RH.9-10.7Integratequantitativeortechnicalanalysis(e.g.,charts,researchdata)withqualitativeanalysisinprintordigitaltext.CCSS.ELA-LITERACY.RH.9-10.8Assesstheextenttowhichthereasoningandevidenceinatextsupporttheauthor'sclaims.CCSS.ELA-LITERACY.RH.9-10.9Compareandcontrasttreatmentsofthesametopicinseveralprimaryandsecondarysources.RangeofReadingandLevelofTextComplexity

CCSS.ELA-LITERACY.RH.9-10.10Bytheendofgrade10,readandcomprehendhistory/socialstudiestextsinthegrades9-10textcomplexitybandindependentlyandproficiently.

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PartI:Content[ThispartofthelessonshouldbeusedtogooverthebasicsoftheSupremeCourt.StudentsshouldlearnthattheSupremeCourtwasestablishedbyArticleIIIoftheConstitution,whattheCourt’slegalroleis,howmanyjusticesthereare,andhowthosejusticesgetappointed.Wherepossible,theinstructorshouldelicittheresponsefromthestudents,butanswerstothequestionsareprovidedincasenooneintheclassanswersthequestionorifyouhavetosupplementtheanswerthatisgiven.]

• WhocantellmethenamesofthethreebranchesoftheU.S.Government?Executive,legislative,andjudicial.

• Todaywearegoingtotalkaboutthejudicialbranch.Doesanyoneknowwhatthehighestcourtofthejudicialbranchis?TheSupremeCourt.TheSupremeCourtisthehighestcourtinoursystem.

• CananyonetellmehowtheSupremeCourtwascreated?TheSupremeCourtwascreatedintheU.S.ConstitutioninArticleIII,SectionI.

• DoesanyoneknowhowjusticesareappointedtotheCourt?WheneverthereisavacancyontheSupremeCourt,itisthePresident’sjobundertheConstitutiontoappointthenextjustice.Thenit’sthejoboftheSenatetoprovide“adviceandconsent”tothenomination.

• Whatdoyouthink“adviceandconsent”means?TheConstitutiondoesn’tsaywhat“adviceandconsent”means,butithastraditionallymeantthattheindividualsenatorsmeetwiththenominee,theSenateholdshearingslookingintothenominee’sjudgmentandqualifications,andthentheSenatetakesanup-or-downvoteonthenominee.

• WhoknowshowmanyjusticesusuallysitontheSupremeCourt?Nine.

• WhoknowshowmanyjusticessitontheSupremeCourttoday?Eight.

• Thatseemsstrange.DoesanyoneknowwhythereareonlyeightjusticesontheCourttoday?

JusticeAntoninScaliapassedawayinFebruary2016.PresidentObamanominatedJudgeMerrickGarland,oneofthemostexperiencedandrespectedjudgesinthecountry,toreplacehim.Sofar,theSenatehasrefusedtoholdhearingsoravoteonJudgeGarland,sotheCourtisleftwithonlyeightjustices.

• Isthisunusual?Yes.Thisisthefirsttimesince1875thatanomineefortheSupremeCourthasn’treceivedeitherahearingoravote.

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PartII:Reinforcement[ThissectionofthelessonisdesignedtogetstudentsthinkingabouttheroleoftheCourtandhowitmightimpacttheirlives.Throughclassdiscussion,trytogetthestudentsintheroomtostartthinkingaboutthewaythattheCourtmightaffectthem,evenbeforetheygraduatefromhighschoolorbecomeadults.Wherepossible,theinstructorshouldelicittheresponsefromthestudents,butanswerstothequestionsareprovidedincasenooneintheclassanswersthequestionorifyouhavetosupplementtheanswerthatisgiven.]

• Sonowthatwe’vegoneoversomeofthebasics,cananyonetellmewhattheSupremeCourt’sjobis?TheSupremeCourt’sjobistodecidedisputesbetweenthestatesand,mostimportantly,todecideimportantquestionsoffederallaw.

• Whocantellmewhatfederallawis?Wheredoesitcomefrom?Federallawmostlycomesfromtwoplaces:lawspassedbyCongressandtheU.S.Constitution.

• WhataresomeoftherightswehaveunderourConstitution?Speech,assembly,religion,

petition,freedomfromunlawfulsearchesandseizures,righttoalawyer,etc.

• CananyonethinkofsomewaysthattheSupremeCourtimpactsyourliferightnow,asstudentsandteenagers?Allowforafewminutesofdiscussion.

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PartIII:EqualProtectionunderLaw[Thissectionofthelessonshouldbeusedtohelpstudentsunderstandtheconceptofequalprotectionunderthe14thAmendmentoftheU.S.Constitution.Studentsshouldlearnthatthegovernmentcannottreatpeopledifferentlyforillegitimatereasons.]DuringandimmediatelyaftertheCivilWar,CongresspassedthethreeamendmentstotheU.S.ConstitutionknownastheReconstructionAmendments.The13thAmendmentabolishedslavery,the14thAmendmentguaranteedtherightsofdueprocessandequalprotectiontoallcitizens,andthe15thAmendmentprohibiteddiscriminationinvotingrightsonthebasisofraceorcolor.The14thAmendmentistothisdaythesourceofmanyoftherightswetakeforgrantedasAmericans.

• Doesanyoneknowwhatitmeanstohaveequalprotectionunderlaw?Itmeansthatthegovernmentcannottreatyoudifferentlyforanillegitimatereason.

• Cananyonethinkofsomelegitimatereasonsforthegovernmenttotreatpeopledifferently?

Whataboutprisoners?Whataboutpeopleundertheageof18?Undertheageof21?Whataboutrequiringcollegedegreesoradvancedtrainingforgovernmentjobs?Whataboutbenefitsgiventomilitaryservice-membersandtheirfamilies?Whataboutseniorcitizens?

• Whataresomeillegitimatereasonsforthegovernmenttotreatpeopledifferently?Race,color,religion,gender,nationalorigin,LGBTstatus,etc.

• Canyouthinkofanyexamplesofatimewhenourgovernmenttreatedpeopledifferentlyfor

thosereasons?JimCrow,disenfranchisementofracialminoritiesandwomen,Japaneseinternmentcamps.

The14thAmendmenttodayprotectsagainstdiscriminationbythegovernmentforanillegitimatepurpose,suchasrace,color,ethnicity,nationalorigin,gender,orreligion.However,thescopeofthe14thAmendment’sprotectionshaschangedovertime,astheSupremeCourtusesittoprotectpeoplefromdiscrimination.ThenexttwocaseswewillexaminearetwoinstancesofhowtheCourtinterpretedthescopeofthe14thAmendmenttoprohibitcertainkindsofdiscrimination.

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PartIV:Brownv.BoardofEducationInAmericainthe1950s,despitebeingalmostacenturyaftertheendoftheCivilWar,17statesandWashingtonD.C.requiredthatpublicschoolsbesegregatedonthebasisofrace,andfourotherstatesallowedcitiesandtownstosegregatetheirschoolsiftheywantedto.Inthesestatesandlocalities,whitestudentswenttooneschoolandstudentsofcolorwenttoanother,separateschool.Mostofthetime,theschoolforthestudentsofcolorhadlessfunding,worsefacilities,andpoorly-paidteachers.ActivistsfiledlawsuitschallengingsegregationinKansas,SouthCarolina,Virginia,Delaware,andtheDistrictofColumbiaonbehalfofblackelementarystudentsattendingsegregatedschools.Inthelowercourts,allfivecasesfailed,andthosecourtsconcludedthatracialsegregationdidnotviolatetheConstitution.Someoftheplaintiffslosttheirjobs,manyreceivedthreats,andoneplaintiff’shousewaseventuallyburntdown.However,theypersistedand,in1952,theSupremeCourtcombinedthecasesandagreedtodecidewhetherornotsegregationinschoolswasunconstitutional.

TheplaintiffswererepresentedbyThurgoodMarshall.Marshallwasthegrandchildofslaveswhoargued32casesbeforetheSupremeCourtbeforebecomingthefirstblackSupremeCourtjustice.Marshallarguedthatseparateschoolswereinherentlyunequalandthatstate-imposedsegregationwasdiscriminatoryandhadanegativeimpactonblackstudentsacrossthecountry.

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TheSupremeCourtheldunanimouslythatsegregatedpublicschoolswereunconstitutional:

Today,educationisperhapsthemostimportantfunctionofstateandlocalgovernments.Compulsoryschoolattendancelawsandthegreatexpendituresforeducationbothdemonstrateourrecognitionoftheimportanceofeducationtoourdemocraticsociety.Itisrequiredintheperformanceofourmostbasicpublicresponsibilities,evenserviceinthearmedforces.Itistheveryfoundationofgoodcitizenship.Todayitisaprincipalinstrumentinawakeningthechildtoculturalvalues,inpreparinghimforlaterprofessionaltraining,andinhelpinghimtoadjustnormallytohisenvironment.Inthesedays,itisdoubtfulthatanychildmayreasonablybeexpectedtosucceedinlifeifheisdeniedtheopportunityofaneducation.Suchanopportunity,wherethestatehasundertakentoprovideit,isarightwhichmustbemadeavailabletoallonequalterms...Weconcludethat,inthefieldofpubliceducation,thedoctrineof“separatebutequal”hasnoplace.Separateeducationalfacilitiesareinherentlyunequal.Therefore,weholdthattheplaintiffsandotherssimilarlysituatedforwhomtheactionshavebeenbroughtare,byreasonofthesegregationcomplainedof,deprivedoftheequalprotectionofthelawsguaranteedbythe14thAmendment.

Discussionquestions

• Howdifferentwouldthecountrybeifthiscasehadbeendecideddifferently?

• WhataretheadvantagesanddisadvantagesoftheSupremeCourtissuingarulingthatmanypeopledisagreewith?ShouldSupremeCourtjusticesconsiderpublicopinionbeforetheymaketheirrulings?

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PartV:BehindtheScenesinBrownBrownwasfirstarguedin1952.Atthattime,thejusticesoftheCourt,whohadallbeenappointedbyPresidentFranklinDelanoRooseveltandPresidentHarryTruman,weredeeplydividedovertheissue.Fourofthejusticeswantedtorulethatsegregationwasunconstitutional.Twootherjusticeshatedsegregationbutthoughtthat,sinceithadbeenconsideredlegalfor75years,judgesshouldbecarefulaboutdeclaringitunconstitutional.Theotherthreejusticeswereopposedtodeclaringsegregationtobeunconstitutional.

• Doyouthinkjusticesshouldworryaboutoverturninglawsthatpeoplehavethoughtwereconstitutionalforalongtime?Doesthetypeoflawmatter?

• Whymightitbeimportantforjudgestobecarefulbeforetheyoverturnlaws?

• Whatwouldyouhavesaidtotrytoconvincetheotherjudgestosidewiththefourwhowanted

tooverturnsegregationinschools?Thejusticesdecidedtohavethelawyersarguethecaseagainin1953.Beforethecasecouldbereargued,ChiefJusticeVinson,whodidnotwanttooverturnsegregation,diedofaheartattack.HewasreplacedbyChiefJusticeEarlWarren,whowantedtodeclaresegregationunconstitutional.JusticeWarrenworkedtirelesslywiththeotherjusticesand,eventually,convincedthemalltovotetoendsegregationinschools.

• DoyouthinkitisbetterthattheCourtruledunanimouslytoendsegregation?Whymightaunanimousopinionbebetterthanadividedopinion?

• WhatdoesthiscasesaytellyouabouttheimportanceofwhositsontheSupremeCourt?

• DoyouthinkitwouldhavebeenbetterforCongresstopassalawoutlawingsegregationin

publicschools?Why?

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PartVI:Obergefellv.Hodges[UsethiscaseprimarilyasacontrasttoBrown.]In2015,theSupremeCourtruledthatgayandlesbiancoupleshavearightundertheConstitutiontogetmarried.UnlikeBrown,thatcasewasnotdecidedunanimously.Instead,theSupremeCourtruledthattheConstitutionguaranteestherighttogaymarriagebya5-4vote,meaningthatifevenonejusticewasadifferentperson,thecasemighthavecomeoutdifferently.

• Whataresomedisadvantagesofa5-4ruling?

• Whatdoesthistellyouaboutthe

decisionsaboutwhogetstobeaSupremeCourtjustice?

• WouldtheObergefelldecisionbebetterifithadbeenunanimous?Why?

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PartVII:Conclusion• We’velookedataunanimouscaseanda5-4case.WhatwouldhappeniftheCourttoday

divides4-4?Canyouthinkofanybadconsequences?A4-4decisionaffirmstherulingofthelowercourtthatheardthecasebeforeitwasappealedtotheSupremeCourt.Atieddecisiondoesnotsetbinding,nationwideprecedent.Oneresultcouldbethatfederallawtakesondifferentmeaningsdependingonhowthelawisinterpretedbyfederalcourtsineachstateorregion.

• WhatkindofpeopledoyouthinkshouldserveontheSupremeCourt?

• WhatshouldthePresidenttakeintoaccountbeforeappointingajustice?

• WhatshouldtheSenateconsiderbeforeconfirmingajustice?

ResourcesNationalConstitutionCenter:www.constitutioncenter.orgU.S.Constitutionandrelateddocuments:www.archives.gov/exhibits/charters/charters_downloads.htmlBrownv.BoardofEducationhistoricsite:www.nps.gov/brvb/index.htmNationalEducationAssociation:www.nea.org/lac