Educating Young People about the Constitution

Focus on Civil Rights

Rockford Public Schools Gennie Burleson Westbrook
Director of Curriculum and Professional Development
September 13, 2012

www.BillofRightsInstitute.org

A Sign of the Times

Please turn off your cell phonethanks!

Focus On Civil Rights

Rockford Public Schools

Gennie Burleson Westbrook

Director of Curriculum and Professional Development

NIU Rockford September 13, 2012

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.

Bill of Rights Institute Summary Map

Components of Professional Development

Enhance our own knowledge
There is no knowledge that is not power. ~Ralph Waldo Emerson

Explore new teaching strategies

Enrich the expertise of other teachers

A look at your supplies

Agenda/Presenter Bio Contact Info Card Business Card Index Card Tables and Forms for SCDBQ Brochure

Bill of Rights Institute New Curricula

The Founding Documents: A Three-Act Drama is a perfect resource for 4th through 6th graders. This activity booklet introduces young learners to the stories, people, and ideas behind the Declaration of Independence, the Constitution, and the Bill of Rights through fullcolor original illustrations, playful thematic imagery, engaging readings, activities, and appropriate primary sources. America: the Quiz Game will make a history buff out of your students! Each of the 60 game cards contains four questions on American history including famous people, documents, the Constitution, and landmark Supreme Court cases. Includes over 200 questions. Great for ages 9 and up!
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Illinois Learning Standards for Social Science

STATE GOAL 14: Understand political systems, with an emphasis on the United States. A. Understand and explain basic principles of the United States government. F. Understand the development of United States political ideas and traditions.

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. A. Apply the skills of historical analysis and interpretation. B. Understand the development of significant political events. D. Understand Illinois, United States and world social history.
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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). 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.

Our Newest Curriculum Resource The Founding Documents: A Three-Act Drama

Our first elementary resource: an activity booklet to introduce 4th 6th graders to the Founding documents Engaging readings, activities, and primary sources Teacher's Guide vocabulary support key terms reading quizzes easily reproducible activities final assessment
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Our Newest Curriculum Resource The Founding Documents: A Three-Act Drama

The Declaration of Independence: Act I The Constitution: Act II The Bill of Rights: Act III
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The Declaration of Independence: Act One

Read Act 1: The Declaration of Independence, pages 1 6. With a partner or two, discuss the essay and student activities. How would these activities work in your class? Note Teachers Guide: Vocabulary and Reading Comprehension Questions

Summation strategy:
Somebody Wanted But So . . .

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The Declaration of Independence: Act One

Activities: Speech bubbles encourage reader interaction with the text. Matching exercise, p. 3 Reflection: we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. How do you act with honor? Word Find, p. 4
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The Declaration of Independence: Act One Activities: Synthesis Activity, p. 6 (Synthesize: to combine elements into a new and coherent whole.) Think and Discuss boxes
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1. 2. 3. 4. 5.

6.

The Constitution: Act Two

Read Act 2: The Constitution, pages 7 12. With a partner or two, discuss the essay and student activities. How would these activities work in your class? Activities: Unscramble terms, p. 7 Timeline, p. 9
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The Constitution: Act Two

Discussion/synthesis of constitutional principles, p. 10 Separation of powers Limited government Republican government Checks and balances Federalism
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The Constitution: Act Two

Discussion/synthesis of rules in students lives, p. 12

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The Bill of Rights: Act Three

Read Act III: The Bill of Rights, pages 13 - 20. With a partner or two, discuss the essay and student activities. How would these activities work in your class?
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The Bill of Rights: Act Three Activities Debate between Federalists and Anti-Federalists, p. 16 Rights protected in the Bill of Rights

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The Bill of Rights: Act Three

Chart the Bill of Rights Create Stamps

How could you exercise this right? How was this right violated by England in the colonies? Illustrate with an original stamp

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Meaning
Meaning doesnt arrive because we have highlighted text or used sticky notes or written the right words on a comprehension worksheet. Meaning arrives because we are purposefully engaged in thinking while we read. ~Cris Tovani, p. 9 Do I Really Have to Teach Reading? Stenhouse Publishers, 2004

Elements of The Bill of Rights Institute DBQ approach: 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.

Teaching the DBQ Lesson Planfor APUSH

Overview/Outside Infowhat you know before you look at the documents Information about Information about Browns position Board of Education position Evidence Source Evidence Source

Similar to p. 2 in handout

Application: Equal Protection Brown v. Board of Education (1954)

The same Congress that passed the Fourteenth Amendment created racially segregated schools for the District of Columbia. In Plessy v. Ferguson, (1896) the Court held that there was nothing inherently unequal-nor anything unconstitutional-about separate accommodations for races.

If there were a place in America where separate could be equal, Topeka would have been a good choice.

Read Case Background, p. 53

Brown v. Board of Education (1954), p. 53

Skim documents A-K, pp. 55 - 62

Interior of a classroom at the racially segregated Monroe Elementary School in Topeka, Kan.
http://history.howstuffworks.com/american-history/civil-rights-movement2.htm

Brown v. Board of Education (1954)

Initial observations after a quick look at the documents Time span: 1847 1963 Types of documents: law, Fourteenth Amendment, references from Plessy v. Ferguson majority opinion and dissent, snapshots, map, references from Brown v. Board of Education decision Documents are short Usefulness in your classroom?
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Apply Case Briefing Sheet, p. vidiscuss with a partner.

Case Name and Year:

Facts of the case:

Summary of Petitioners Arguments (Brown) Summary of Respondents Arguments (Board of Education)

How did the Supreme Court decide the case?

How would you decide the case and why?

Brown v. Board of Education (1954) DBQ

Key Question, p. 54

Assess the role played by the Court as the protector of individual rights against the tyranny of the majority in Brown v. Board of Education (1954).

Linda Brown with her parents and sister in front of their house

http://history.howstuffworks.com/american-history/civil-rights-movement2.htm

U.S. Constitution: Fourteenth Amendment Document B

Section. 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Document Analysis for Brown lesson:

Work with partner(s) to decide which attorney would be most likely to use each document.

Brown

Both sides
Group 1: A, B, H Group 2: C&D Group 3: E, F, G

Board of Education

Document Analysis, pp. 55 & 58

A.Virginia Criminal Code, 1847: It was against the law in some states before the Civil War to educate enslaved or free African Americans. B. Section of the Fourteenth Amendment, 1868: Following the Civil War, the U.S. Constitution was amended in order to prohibit the states from denying the rights of any person. H. Segregation Laws Map, 1953: The map shows that, almost 100 years after the Civil War, segregation laws were still the rule in former slave states.

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Document Analysis, pp. 55-56

C. Majority Opinion, Plessy v. Ferguson (1896): Separate but equal is OK; segregation in public accommodations does not violate the Constitution. D. Dissent, Plessy v. Ferguson (1896): Like the majority decision in this case, the dissent notes that the Fourteenth Amendment was intended to guarantee legal equality of the races. Unlike the majority, the dissent asserts that segregation necessarily leads to inequality and is unconstitutional.
Justice Henry Brown

Justice John Marshall Harlan

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Document Analysis, pp. 56-57

E. Washington, D.C. Public School classroom, Making Geometric Forms with Paper, 1899 : Classroom is neat, orderly, crowded, coed. F. African American Schoolgirls Learning to Sew, 1899: Classroom is neat, orderly, crowded; segregated; girls only. Students appear to be younger than those in Document E. G. Crowded Segregated Classroom, 1940s: Classroom is crowded; some students do not have desks; appears less orderly.

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Document Analysis, p. 59
Today, education is perhaps the most important function of state and local governments. must be available to all on equal terms. To separate students from others solely because of their race generates a feeling of inferiority [Based on] psychological knowledgethis finding is amply supported Separate educational facilities are inherently unequalplaintivesaredeprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

I. Unanimous Opinion, Brown v. Board of Education (1954): The Court declared mandatory segregation of the races in public schools to be unconstitutional, essentially invalidating Plessy v. Ferguson.
Chief Justice Earl Warren
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Document Analysis, pp. 60

J. Unanimous Opinion in Brown II (1955): Because of the pervasive nature of segregation throughout the nations schools, the desegregation required by Brown I placed great responsibility on local officials who would implement the principles of equal protection in varied ways in different communities. The Court must rely on state and local executive and legislative bodies for enforcement of its decisions. District Courts were to be involved so that desegregation would occur with all deliberate speed.

Warren Court, 1955

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Document Analysis, pp. 59

K. Supreme Court Decision, 1954 The white hands represent the Supreme Court. The black hands represent African Americans shackled by segregation in schools. The Supreme Court, which in 1954 was composed entirely of white justices, was the force demanding the shackles binding black Americans be broken. The Court was acting to end social and legal bindings and the effects of slavery on black Americans.
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Document Analysis for Brown lesson: Suggested responses Brown

A: Virginia Criminal Code, 1847

Both sides
B: Section of 14th Amendment

Board of Ed.
C: Majority Opinion in Plessy v. Ferguson, 1896 (Justice Henry Billings Brown) Photos E (Orderly class for whites) + F (Orderly African American class)

D: Justice John Marshall Harlans dissent in Plessy v. Ferguson Photos E (Orderly class for whites) + G (crowded African American class)

H: Segregation Laws Map

I & J, the Courts decision, would not have been used by either attorney, but follow the reasoning advocated by Brown. K, an editorial cartoon after the decision, is consistent with Browns side.

Brown v. Board of Education Key Question, p. 54

Assess the role played by the Court as the protector of individual rights against the tyranny of the majority in Brown v. Board of Education (1954).
www.u-s-history.com

Tips for Thesis Statements

Writing a good thesis statement
See Analyze the prompt: assess, tyranny of the Handout, majority. p. 8 Fully address all parts of the prompt. Clearly take a sidemake a declarative Scoring statement that one thing was more important, Guidelines, more persuasive, etc. than another. Since the p. 245 verb in the prompt is often something like assess or evaluate, the thesis statement should show which side the writer takes. Suggest a table of contents or road map for the essayshow what elements enter into consideration. Be sure that the rest of the essay proves the thesis statement with abundant and persuasive facts and evidence.

A Suggested Thesis Statement for Brown v. Board DBQ

While the Fourteenth Amendment had required equal protection of the laws in 1868, and the Courts ruling in Plessy v. Ferguson had endorsed the principle of equality in 1896, Supreme Court action by 1954 was absolutely crucial; equal protection of individual rights could not have become a reality in the 1950s without action by the Supreme Court. It was politically impossible for the elected branches of government to break the tyranny of the majority in this issue. (See
Handout p. 8.)

THE ISSUE ENDURES

Nettie Hunt explains to her daughter the significance of this decision as they sit on the Courts steps in November, 1954. Nettie is holding a newspaper with the headline "High Court Bans Segregation in Public Schools. Library of Congress

George E.C. Hayes, Thurgood Marshall, and James Nabrit after Supreme Court decision Brown v. Board of Education, May 17, 1954

THE ISSUE ENDURES p. 62

June11, 1963, Alabama Gov. George June 11, 1963, Vivian Malone enters the University the door of Foster Wallace stood at of Alabama. After Auditorium at the University of Alabama earning her degree in business in a symbolic attempt to block two black management, she went to work at the students, Vivian Malone and James Hood, U.S. Department of Justice, retiring in from enrolling atin 2005. 1996. She died the school.

Library of Congress image

Supreme Court in Real Life:

Supreme Court Myths/Truths

See pp. vii-xiii

Supreme Court True/False Challenge

1. People in America have a generally positive attitude about the Supreme Court. 2. More people can name two of Snow Whites dwarfs than can name two Supreme Court justices.

3. The Constitutions limits apply to actions by anyone, such as a private organization

or an employer. 4. The Supreme Courts primary function is to liberate people from the heavy hand of a discriminatory majority. 5. The role of the Court is to correct errors when lower courts have made mistakes.

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.

Supreme Court True/False Challenge

1. People in America have a generally positive attitude about the Supreme Court. TRUE 2. More people can name two of Snow Whites dwarfs than can name two Supreme TRUE80% v. 37% Court justices.

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.

Debrief
Lesson strategies Myths/truths about the Supreme Court Graphic organizers to analyze documents Key questions: doing history by answering constitutional questions in step-by-step format Analysis & evaluation of relative importance of data Analysis of relative viewpoints petitioner/respondent Tips for writing thesis statements

Usefulness for your classroom? Inspirations for adaptation?

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Brief break

Equal Protection and Affirmative Action: Related Cases

Regents of the University of California v. Bakke, 1978 p. 63 Gratz v. Bollinger and Grutter v. Bollinger, 2003, p. 75

Bakke

Gratz

Grutter

U.S. Constitution: Fourteenth Amendment Document A, p. 65

Section. 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Read background for Bakke, p. 63 Skim documents A-M, pp. 65 - 73

Group 1: Documents Appraise the claim that the University B, D, E, J, K

of California at Davis special Group 2: Documents admissions program F, G, H, I resulted in unconstitutional Group 3: Documents reverse A,C, L, M, The Issue discrimination. p. 64
Endures (p. 74)

Document Analysis for Bakke lesson

Regents Both sides Bakke

Which attorney would be most likely to use each document and why?

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Document Analysis for Bakke lesson

Regents
E Pres. Johnsons speech (1965) F UC-Davis Med School Demographics

Both sides
B JFKs Executive Order (1961) I UC-Davis reply to Bakkes qualifications

Bakke
A 14th Amendment Equal Protection Clause C Crockett Cartoon

G Education statistics (1940-1980)

J Oral argument 1978

D Title VI of CRA 1964

H Bakkes credentials The Courts decisions and note would not have been used by either party. But M, Justice Marshalls opinion, follows the reasoning for Regents. K, Marshalls memo, could be used by either party; while L, Justice Powells plurality, follows the reasoning of Bakke.

Moot Court: Bakke Case, p. 63

Divide class into 3 groups:
9 Justices Advocates for petitioner Advocates for respondent Give time for planning: Justices decide what questions they want answered in oral arguments; advocates for each side plan their oral arguments. Allow equal time for presentation of each side, including interruptions from Justices (or not your choice). Justices deliberate and announce decision. Deliberation is actually done in private Supreme Court conference, but you decide how to do it in class.

Oral Arguments
At the beginning of each session, the Marshal of the Court (Court Crier) announces:

"Oyez! Oyez! Oyez! All persons having business before the Honorable, the Supreme Court of the United States, are admonished to draw near and give their attention, for the Court is now sitting. God save the United States and this Honorable Court!"
The Chief Justice will begin the oral argument phase by saying,

Petitioner, you may begin.

Summary of the Bakke Decision

The question came to the Supreme Court, and in the initial decision, the Court split, with four members asserting that affirmative action plans involving racial classification were permissible under the Fourteenth Amendment, and four others claiming that any racial considerations violated the 1964 Civil Rights Act. Justice Lewis Powell believed that some affirmative action plans, if carefully crafted, could pass both constitutional and statutory scrutiny, and he shaped a classic transitional decision. Race could be a factor, but only one of many, used to seek a balance. The decision did not really answer the questions raised by affirmative action, but paved the way for the Court and the society to adopt some affirmative action plans, and to begin the debate over just how far to go in this difficult area. http://usinfo.state.gov/usa/infousa/facts/democrac/41.htm USINFO from the United States Department of State

Thesis Statements

Appraise the claim that the University of California at Davis special admissions program resulted in unconstitutional reverse discrimination. p. 64

A Suggested Thesis Statement for Bakke DBQ

While the University of California at Davis special admissions program was intended to align with federal guidelines to provide more chances for minorities to enroll in prestigious colleges, it resulted in unconstitutional discrimination because it established a quota system that violated the equal protection clause.

The Rest of the Story

Bakke, who was born in 1940, graduated from UC Davis Medical School in 1982, and worked as an anesthesiologist in Rochester, Minn.

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Grutter v. Bollinger (2003) Gratz v.Bollinger (2003) p. 75

Courtesy Kjetil Ree

The Big Picture

Key Questions for the Equal Protection DBQs help students practice the thinking skill of grappling with causes and effects as they consider issues of equal protection in American history.

Scaffolding QuestionsMichigan Cases

Work in groups to consider the documents and their scaffolding questions. Group 1: Documents A, B, C, p. 77-78 Group 2: Documents D, E, p. 78-79 Group 3: Documents F, G, H, p. 80-82 Group 4: Documents I, J, p. 83-84 Group 5: Documents K, L, p. 84-85 All groups: As time permits, discuss cartoon, p. 86. Report on your discussion:

Answer the scaffolding questions.

Explain how the scaffolding questions may be useful in helping understand the document. How does this document help us understand the issues involved in affirmative action for college admissions?

Gratz v. Bollinger Decision--Chief Justice Rehnquist

Gratz v. BollingerIn a 6-3 decision, the Court overturned the affirmative action program used in Michigans College of Literature, Science and the Arts.
The use of a mathematical formula awarding 20 of 100 possible points to every underrepresented minority applicant solely because of race was not consistent with the individualized consideration that Justice Powell contemplated in Regents of the University of California v. Bakke, 438 U.S. 265 (1978). Agreeing with the position promoted by Jennifer Gratz, Chief Justice Rehnquist wrote, "because the University's use of race in its current freshman admissions policy is not narrowly tailored to achieve respondents' asserted compelling interest in diversity, the admissions policy violates the Equal Protection Clause."

Summary of the 2003 Michigan Decisions

Since she filed her suit, Jennifer Gratz graduated from the University of Michigan Dearborn with a degree in mathematics and worked in the computer software industry before moving back to Michigan to lead the Michigan Civil Rights Initiative.

Jennifer Gratz

Grutter v. Bollinger DecisionJustice OConnor

In a 5-4 decision, the Court upheld the affirmative action program used in the University of Michigans Law School. The law schools approach, giving some preference to racial/ethnic minorities in an effort to achieve a critical mass in terms of diversitybut without assigning a mathematical formula, was seen as constitutional. Justice OConnor expressed the hope that in another 25 years, such affirmative action policies will be unnecessary. The Court reasoned that, because the Law School conducts highly individualized review of each applicant, no acceptance or rejection is based automatically on a variable such as race and that this process ensures that all factors that may contribute to diversity are meaningfully considered alongside race.

Summary of the 2003 Michigan Decisions

Following her defeat in the Supreme Court, Barbara Grutter did not attend law school. Instead, she focuses on running her Michiganbased health care consulting company and bringing up her two children. She also serves on the board of directors of Towards a Fair Michigan, an organization dedicated to fostering public discussion about race preferences.

University of Michigan Law School 2009

Questions and Answers

Grade Level Collaboration

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Lunch Break
During the lunch break, please consider: How might you work with the materials presented to meet the specific needs of your students? Debrief & evaluate the lessons. Write comments on your index card. Resume at 12:20.

Overview of Our Curricula

Written by Teachers Evaluated by Teachers Tested by Teachers in the classroom Research-based best practices in civic education

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Bill of Rights Institute Curricula

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James Madison Memorial Fellowship Foundation

Become a constitutional scholar Receive funding for a Master of Arts (MA) Master of Arts in Teaching (MAT) Master of Education (MEd) with an emphasis on Constitutional history Attend the four-week Summer Institute, "The Foundations of American Constitutionalism" in Washington, D.C.

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Teach for another two years (approximately) Submit an application by March 1

We The Students National Scholarship Contest

What role do the ideas of the Constitution have today? What rights should the government protect?

1st Place - $4,000 scholarship 2nd Place - $2,000 scholarship 3rd Place - $1,000 scholarship Honorable mention - $500 scholarship (2 prizes)

Open to students in grades 9 - 12 Teachers of winning students win $100 Deadline: Friday, November 16th
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Founders Fellows July 16 20, 2012 Civil Liberty, Commerce, and the Constitution
Program content: relationships between economic liberty and political liberty Pre-Conference readings Program activities begin Monday evening and conclude Friday noon Lectures, visits to historic sites, pedagogical sessions $400 travel stipend at the conclusion of the program Additional $100 upon completion of all post-program activities Participants will be responsible for arranging their own transportation to and from D.C.

Social Studies teachers of grades 9-12 Online application deadline -- 5:00 PM EST on March 26, 2012
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Constitutional Academy
The nations premier program for high-school students to study the Constitution
Perfect for students who love history and politics! A summer seminar in Washington, D.C. for high-school students who want an introduction to constitutional law. 5 days of classroom instruction led by college professors and policy experts Educational visits to Mount Vernon and national landmarks Only cost is travel to D.C. - $1,500 value for free! Application Deadline: May 2012

www.BillofRightsInstitute.org/Academy

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Presidents and the Constitution

Each unit includes Scholarly essay

Primary source activity focusing on Article II

Lessons to show how three different presidents understood and exercised their constitutional powers

Volume II Units
War

Chief Enforcer
Impeachment Federal Power Transfer of Power

Back of the book resources

Answer Key Appendix A: The Declaration of Independence Appendix B: The Constitution Appendix C: The Bill of Rights Resources Special Thanks Image Credits National Standards

Faithfully Execute: The President as Enforcer of the Law

The curriculum, Presidents and the Constitution, was made possible by generous grants from the National Endowment for the Humanities through its We the People program, as well as from Dr. John Templeton.

Eisenhower and the Little Rock Crisis

Critical Engagement Question (p. 86): Should President Eisenhower have used federal troops to enforce a federal courts order to integrate schools in Little Rock, Arkansas? Read the Overview, p. 86, and Handout A: Eisenhower and the Little Rock Crisis, and consider the Critical Thinking Questions.

Crisis at Central High School

What are people doing? What are people NOT doing? What kinds of expressions or attitudes do you see? Are there law enforcement officers present? If so, do they seem to be working to stop the violence? What do these images reveal about Little Rock at the time they were taken?

Crisis at Central High School

What are people doing? What are people NOT doing? What kinds of expressions or attitudes do you see? Are there law enforcement officers present? If so, do they seem to be working to stop the violence? What do these images reveal about Little Rock at the time they were taken?

Eisenhower and the Little Rock Crisis

Handout B: Document Based Question Key Question: Assess President Eisenhowers constitutional justification for his decision to send federal troops to Little Rock, Arkansas to enforce a federal courts order to integrate public schools.

Eisenhower and the Little Rock Crisis

Document AnalysisUse Handout C: Organizing Documents to map your analysis of documents with your group. Note scaffolding questions. Group 1: Documents A,B,C,D,E Group 2: Documents A,B,C,F,G Group 3: Documents A,B,C,H,I Volunteer?? Please read aloud Eisenhowers radio address, Document K.

Eisenhower and the Little Rock Crisis

How do the documents help us to answer the key question? Assess President Eisenhowers constitutional justification for his decision to send federal troops to Little Rock, Arkansas to enforce a federal courts order to integrate public schools.

New York City Mayor Robert Wagner greeting the teenagers who integrated Central High School in Little Rock, Arkansas. World Telegram photo by Walter Albertin. Pictured, front row, left to right: Minnijean Brown, Elizabeth Eckford, Carlotta Walls, Mayor Wagner, Thelma Mothershed, Gloria Ray. Back row: Terrance Roberts, Ernest Green, Melba Pattilo, Jefferson Thomas.

Eisenhower and the Little Rock Crisis

Extensions A. Have students read Eisenhowers entire radio address and summarize its key points. The document can be found at www.ArticleII.org. B. Have students research the lives of the Little Rock Nine: Carlotta Walls Jefferson Thomas

Elizabeth Eckford
Thelma Mothershed Melba Pattillo

Terrance Roberts
Gloria Ray Minniejean Brown Ernest Green

Brief break

Modern Times: The Right to Vote

TeacherFriendly Lesson Plans Freedoms Touchstones optional activity Real-Life Portal Extension Emphasis on primary quotes & documents Back of the book: Answer Key Landmark Cases

Voting Rights: Freedom for All? Page 109

Critical Engagement Question: --How has the right to vote been expanded to various people since the Founding?

Voting Rights: Freedom for All?

A vote is the best way of getting the kind of country and the kind of world you want. ~Harry S. Truman
The doctrine of representation ought to be extended as far as wisdom and policy can allow; nor do I see that either of these forbid widows having property from voting, notwithstanding it has never been the practice either here or in England. ~Richard Henry Lee

Voting Rights: Freedom for All?

Read Handout A: Voting Rights Background Essay p. 112-113.

Voting Rights: Freedom for All?

Suffrage is the pivotal right. ~ Susan B. Anthony

Discuss Pivotal Agree/disagree?

Voting Rights: Freedom for All?

List groups of people who have struggled for voting rights through American history. Handout B: The Suffrage Amendments: p. 114 students use Handout A and work in pairs to complete Handout B.
Brainstorm characteristics of each group; compare & contrast. What did abolitionists have in common with those working for womens rights? How has Native Americans struggle for voting rights differed from the struggles of other groups?

Voting Rights: Freedom for All?

Handout C: Freedom for All complete the diagram with information from class discussion and Handouts A and B. Discuss
How do political rights, such as voting, differ from natural rights? Why have so many groups had to fight for the right to vote? For each group, what was the most important success in the fight for voting rights? What actions led to those successes?

Voting Rights: Freedom for All?

Homeworkread Freedoms Touchstones: Alice Paul Online resources: Elizabeth Cady Stanton
http://www.billofrightsinstitute.org/blog

Voting Rights: Freedom for All?

Extensions Declaration of Sentiments and Resolutionscompare to Declaration of Independence What grievances might young people list against their parents?

Voting Rights Act Key provisions, history of renewal Why might groups support or oppose the renewal of the Voting Rights Act?

Introducing GEORGE:
Giving Educators Online Resources to Get Engaged

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GEORGE: Online Teacher Resource Center

Resources Include:

PDF handouts and readings Professional Development Slideshows Classroom Presentation Slides Searchable by State Standards Quizzes, videos, and games Browse resources by topic

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GEORGE: Send to Classroom Feature

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Questions and Answers

Grade Level Collaboration

100

Website

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Commander in Chief: War and the Constitution

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Constitution Day Sept. 17th

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NEW Constitutional Principles Videos Constitutional Quiz Constitution Day lesson plans Madisons Notes are Missing Constitution Cube Constitution Crossword PDFs of the Founding documents Life Without the Bill of Rights flash activity

Bill of Rights Day Dec. 15th

You and Your Students will Explore:
The text and history of each of the first 10 Amendments Landmark Supreme Court cases Engaging activities, handouts, and games How the 14th Amendment and Incorporation has impacted the Bill of Rights

www.BillofRightsDay.com
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Thank You
We appreciate your time and your participation. Let us know how these lessons work for your students!

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