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Objective 4: Evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence (CE.C&G.2.3) Homework: Study Guide objective 3 and 4
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The Road to equlity: Civil Rights Court Cases
Unit 3
Bell ringer 3-5 Complete sentences Examine the photo below, describe what you see. How does this image make you feel? If this was a part of our society today what could you do about it?
Objective 4: Evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence (CE.C&G.2.3)
Homework: Study Guide objective 3 and 4
Plessy v. Ferguson 1896
Plessy v. FergusonDescription: Howard
Plessy is arrested after sitting in the white section of the train
Decision: Plessy is guilty, “Separate but equal” is okay, segregation is ALLOWED
Key phrase: States “separate but equal” is constitutional
BROWN V. BOARD OF EDUCATION OF TOPEKA (1954)
BROWN V. BOARD OF EDUCATION OF TOPEKA (1954)
BROWN V. BOARD OF EDUCATION OF TOPEKA (1954)
BROWN V. BOARD OF EDUCATION Description: Brown family
wants their daughter to be able to go to white school during segregation
Decision: Schools CANNOT be “separate but equal”, should integrate
Key phrase: Overturned Plessy v. Ferguson, segregation was a violation of equal protection under the Fourteenth Amendmenthttp://www.history.com/videos/littl
e-rock-9
The Heart of Atlanta Motel vs. the USDescription: Hotel
refuses to allow African-Americans stay there
Decision: Businesses cannot be segregated because of the 14th Amendment
Key phrase: Hotels cannot be segregated
Swann vs. CMSDescription: CMS told they must integrate because of Brown. Use buses to transport black students to white schools, white students to black schools. Decision: Schools should actively work to integrateKey phrase: Further integrated schools by making busing legal
Korematsu v. USDescription:1944 During World War II the United States put Japanese Americans in internment camps.
Decision: Internment camps are unconstitutional and goes against the 14th amendment.
Key Phrase:Japanese are interned because of fear.
University of California v. BakkeDescription: White
male sues University of California Med school because they accepted less qualified minority student over him
Decision: Giving slight preference to minorities is allowed, “setting aside seats” is not
Key phrase: Affirmative action is allowed but quota systems are not!
Leandro vs. State of North CarolinaDescription: commonly
referred to as "The Leandro Case," was a law suit filed in 1994 on behalf of students and parents from five low wealth North Carolina counties. These citizens argued that their school districts were unable to raise adequate funding.
Decision :Students are entitled to a sound, basic education.
Key phrase: All students should get adequate funding
Dear DiariesWrite a journal entry as a person influenced by
one of these court cases. Examples:A Japanese person in an internment camp during
WWI after Korematsu v. USA white or minority student at a newly integrated
school after Brown v. BOEA minority person living under segregation after
Plessy v. FergusonYour journal entry should be about one page in
length (or at least 8 sentences).
BellringerWhat court case do you believe was the most
important case? Objective: Same Homework: Complete study guide for extra
credit on test.
Quiz 3.2 1. What was Roe vs. Wade?2. What was Furman Vs. Georgia?3. What was the Racial Justice Act?4. What was In Re Gualt?5. What does Plessy vs. Frergosun and Brown
vs. Board of Education have in common?6. What was Swann vs. Charlotte-Mecklenburg
Schools?7. Extra Credit: What is popular sovereignty?
Take out your phone…Enter: http://m.socrative.com/student/#
joinRoom
Join Room number 141419
Enter your name.
Answer the first question.