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2 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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.
3 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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.
4 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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.
5 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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.
6 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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.
7 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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?
8 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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?
9 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
PartVI:Obergefellv.Hodges[UsethiscaseprimarilyasacontrasttoBrown.]In2015,theSupremeCourtruledthatgayandlesbiancoupleshavearightundertheConstitutiontogetmarried.UnlikeBrown,thatcasewasnotdecidedunanimously.Instead,theSupremeCourtruledthattheConstitutionguaranteestherighttogaymarriagebya5-4vote,meaningthatifevenonejusticewasadifferentperson,thecasemighthavecomeoutdifferently.
• Whataresomedisadvantagesofa5-4ruling?
• Whatdoesthistellyouaboutthe
decisionsaboutwhogetstobeaSupremeCourtjustice?
• WouldtheObergefelldecisionbebetterifithadbeenunanimous?Why?
10 HighSchoolLessonPlan:FreedomofSpeechinSchools,14thAmendmenttotheU.S.Constitution
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