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PROJECT LEGAL

PROJECT LEGAL. TIPS PROGRAM. DR. JAMES CARROLL, DIRECTOR. MR. HOWARD KRIEGER,BA,MS., STAFF DEVELOPER. LOIS M. WILLIAMS SOCIAL STUDIES TEACHER, IS166. PLESSY VS. FERGUSON (1896). TASK 1. Reading Recalling Information Writing. OBJECTIVES

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PROJECT LEGAL

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  1. PROJECT LEGAL TIPS PROGRAM DR. JAMES CARROLL, DIRECTOR MR. HOWARD KRIEGER,BA,MS., STAFF DEVELOPER LOIS M. WILLIAMS SOCIAL STUDIES TEACHER, IS166

  2. PLESSY VS. FERGUSON (1896)

  3. TASK • 1. Reading • Recalling Information • Writing

  4. OBJECTIVES 1.The students will become more familiar with the Constitution of the United States. 2.The students will be able to explain how the 10th and 14th Amendments form the basis for the Plessy vs. Ferguson case. 3. They will also be able to explain the causes, effects and consequences of racism .

  5. DOES THE OPERATION OF SEGREGATED TRAINS BASED ON LOUISIANA LAW VIOLATE PLESSY’S RIGHT TO EQUAL PROTECTION?

  6. IMPORTANT TERMS. • SEGREGATE • “JIM CROW” LAWS • UNCONSTITUTIONAL • STATE COURT • SEPARATE BUT EQUAL • SUPREME COURT • THE 10TH AMENDMENT • THE 14TH AMENDMENT

  7. CAREFULLY READ THE FOLLOWING CARTOON.

  8. ANSWER THE QUESTIONS 1. WHERE IN THE UNITED STATES WAS PLESSY? 2. WHY WAS PLESSY ARRESTED? 3. WHAT WAS THE YEAR OF THIS EVENT? 4. WHAT EXPLANATION WAS GIVEN TO PLESSY ABOUT THE LOUISIANA STATE LAW FOR RIDING IN RAILROAD CARS? 5. HOW DID THIS EVENT MAKE PLESSY FEEL? 6. WHAT WAS THE FIRST ACTION TAKEN BY PLESSY? EXPLAIN THE OUTCOME. 7. WHAT LATER ACTION WAS TAKEN BY PLESSY? 8. WHAT WAS THE OUTCOME OF THE SUPREME COURT CASE?

  9. Where is the state ofLouisiana?

  10. MEDIAL SUMMARY 1. WHY IS THIS CASE CALLED PLESSY VS. FERGUSON? 2. HOW COULD A STATE, IN 1896, FORCE ITS CITIZENS TO RIDE IN SEGREGATED RAILROAD CARS? 3. DOES SEGREGATION OF PASSENGERS IN RAILROAD CARS DEPRIVE INDIVIDUALS OF EQUAL PROTECTION OF THE LAW? 4. WHAT AMENDMENT SERVES AS A LEGAL BASIS FOR PLESSY’S ACTIONS AND VALUES? 5. WHAT AMENDMENT IS THE SOURCE OF THE STATE’S AUTHORITY TO PASS AND ENFORCE LAWS AFFECTING TRANSPORTATION?

  11. FINAL SUMMARY • WAS THE LOUISIANA LAW THAT CONVICTED PLESSY UNCONSTITUTIONAL? • WAS THE SUPREME COURT RULING UNCONSTITUTIONAL? • 3.WHAT IMPORTANT FACTORS CONTRIBUTED TO THE RULING IN THIS CASE? • 4. WHAT EFFECTS DID THE OUTCOME OF THIS CASE HAVE ON THE AFRICAN AMERICAN POPULATION, IN THE U.S., DURING THIS TIME PERIOD IN OUR HISTORY? • 5.WHAT FURTHER ACTIONS COULD PLESSY HAVE TAKEN THEN? • 6. COULD A CASE SIMILAR TO THIS ONE BE TRIED IN THE • UNITED STATES TODAY, WITH THE SAME OUTCOME?

  12. FOLLOW UP ACTIVITIES IMAGINE THAT YOU ARE LIVING IN THE STATE OF LOUISIANA. THE YEAR IS 1896. WRITE A LETTER TO THE GOVERNOR REQUESTING A CHANGE IN THE TRANSPORTATION LAW THAT SEGREGATE CITIZENS.EXPLAIN WHY THIS CHANGE WOULD BE AN IMPORTANT ONE.

  13. LEARNING STANDARDS FOR SOCIAL STUDIES: (INTERMEDIATE SCHOOL) Standard 5 – Civics, Citizenship, and Government Section one is evident in this lesson when students analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases such as Plessy v. Ferguson. Important areas of section 2 in Standard 5 is also evident, for example, when students analyze key Supreme Court cases to determine how they embody constitutional values; apply these values to real life situations.

  14. Learning Standard # 5 also allow students to become familiar with the 10th and 14th Amendments to the U.S. Constitution. The follow up activity in this lesson directs students to produce a persuasive written piece. This assignment incorporates English Language Arts Middle School Standard E2E E1D is also evident. This demonstrates familiarity with a variety of public documents.

  15. NOTES Plessy V. Ferguson was a landmark decision of the Supreme Court of the United States concerning racial segregation. In this 1896 ruling, the court established the policy of “separate but equal” public facilities for blacks and whites. The decision formed the basis of widespread segregation in the South for over 50 years.

  16. The case began when Homer A. Plessy challenged a Louisiana law that required separate but equal facilities for blacks and whites in railroad cars. John H. ferguson, a criminal district court judge, overruled Plessy’s plea that the law was unconstitutional. Plessy then brought action against Ferguson. Plessy argued that the law violated a clause in the 14th Amendment to the U.S. Constitution that guaranteed citizens equal protection of the laws. The Supreme Court ruled that the amendment did not guarantee the social equality of all races. The court upheld the Louisiana law. Segregation of races in the South continued, though facilities for blacks were nearly always inferior to those of whites.

  17. RUBRICS • In cooperative learning groups, students will work on answering questions taken from the lesson. • Each group will develop a persuasive essay explaining the effects and consequences of racial segregation. • Finally, one student from each group will do the oral presentation.

  18. IN CONCLUSION , I WOULD LIKE TO EXTEND MY SINCERE THANKS TO CLASS 7-466 FOR THEIR COOPERATION. THANKS TO DR. JAMES CARROLL AND OUR OUTSTANDING STAFF DEVELOPER, MR. HOWARD KRIEGER, BA.,MS. A VERY SPECIAL THANKS TO MR. NELSON ABREU, PRINCIPAL OF I.S. 166 BX., NY. AND MR.JACK PEREL, ASSISTANT PRINCIPAL.

  19. THE END!

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