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
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 .
DOES THE OPERATION OF
SEGREGATED TRAINS
BASED ON LOUISIANA LAW
VIOLATE PLESSY’S RIGHT
TO EQUAL PROTECTION?
IMPORTANT TERMS.
1. SEGREGATE
2. “JIM CROW” LAWS
3. UNCONSTITUTIONAL
4. STATE COURT
5. SEPARATE BUT EQUAL
6. SUPREME COURT
7. THE 10TH AMENDMENT
8. THE 14TH AMENDMENT
CAREFULLY READ THE
FOLLOWING CARTOON.
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?
Where is the state of Louisiana?
Vermont
Washing ton
Montana
North Dakota
Maine
Minnesota
New Hamp shire
Oreg on
Id aho
New York
Wisconsin
South Dakota
Michig an
Wyoming
Pennsylvania
Neb raska
Nevad a
Iowa
Illinois
Utah
Ind iana
Ohio
Kansas
California
Missouri
Maryland
Virg inia
Kentucky
North Carolina
Tennessee
Arizona
Oklahoma
Arkansas
New Mexico
South
Carolina
Mississip p i
Georg ia
Alab ama
Texas
Florid a
Louisiana
Hawaii
Alaska
New Jersey
Delaware
West
Virg inia
Colorad o
Massachusetts
Rhod e Island
Connecticut
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?
FINAL SUMMARY
1.
2.
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?
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.
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.
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.
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.
RUBRICS
1. In cooperative learning groups, students
will work on answering questions taken
from the lesson.
2. Each group will develop a persuasive
essay explaining the effects and
consequences of racial segregation.
3. Finally, one student from each group will
do the oral presentation.
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.
THE END!