Dred Plessy v.
Ferguson (1896)
LEARNING OBJECTIVES:
ACTIVITIES:
1 Students apply the following constitutional
principles to analyze the legal controversies
surrounding the case of Plessy v. Ferguson (1896).
 Federalism: a system of dual sovereignty in
which the people delegate certain powers to
the national government, while the states
retain other powers; and the people, who
authorize the states and national
government, retain all freedoms not
delegated to the governing bodies.
1 Provide each student with pages 41 – 52 of the
attached lesson. For homework, have students read
the following from the attached lesson:


Due Process: government must interact with
all citizens according to the duly-enacted
laws, applying these rules equally among all
citizens.
Liberty: Except where authorized by citizens
through the Constitution, government does
not have the authority to limit freedom.
2 Students evaluate the degree to which each of
the following informed the ruling in Plessy v.
Ferguson: custom, precedent, and understanding of
federalism.
Advanced Placement U.S. History
Themes/Learning Objectives:

Politics and Power 5: Analyze how
arguments over the meaning and
interpretation of the Constitution have
affected U.S. politics since 1787.

Identity 2: Understand the impact of various
historical events on popular beliefs about
progress and national destiny.

Case Background, p. 41

Document J: Final Judgment, p. 48

Document K: Majority Opinion, p. 49

Document L: Dissent, p. 50
2 Clarify the following points regarding the historical
context of Plessy v. Ferguson:

In 1888, New Orleans was described as the
most integrated city in the South.

This was a deliberate test case meant to
challenge Louisiana’s Separate Car Law.
This 1890 law required railroad companies
to provide separate accommodations for
white and black passengers. Railroad
companies opposed the law because it
imposed extra expenses on them. Not only
did it require them to run additional cars on
trains, but it also placed a burden on
conductors to determine the race of each
passenger. The Citizens’ Committee of New
Orleans recruited Homer Plessy, who had
participated in several civil rights initiatives
in New Orleans, to challenge the law. He
was considered a sympathetic plaintiff
because of his light skin. The Citizens’
Committee had alerted the railroad
company in advance, and had hired a
private detective to arrest Plessy when he
admitted that he was 1/8th black and
refused to move to another rail car.
TEACHING TIPS
Document Based Question for Advanced Placement U.S.
History Classes
PLESSY v. FERGUSON ACTIVITIES CONTINUED
3 Depending on your students’ level of experience
5 After all groups have completed this analysis,
have each group report its results so that all
students can fill in the table for all documents.
Encourage students to share why they placed each
document as they did, and to discuss any
challenges or questions that arise. It is this step
that most effectively gives students the tools to
truly analyze the documents and understand how
they relate to the prompt.
in working with document-based questions, you
may wish to help them analyze the prompt.


What do we mean by custom? Precedent?
Federalism? (Custom refers to tradition—
not laws. Precedent means formal
documents or official laws and
procedures. Federalism is the
constitutional principle of division of
power between national and state levels
of government.)
6 Walk students through the remaining documents
in whole-class review/summary.
Students are to determine how each of
these elements was related to the issues
of equal protection and due process in
Homer Plessy’s case.
4 Have students work in small groups, and assign
each group the specific documents as shown.
Their task is to place each document in the
appropriate place in a graphic organizer similar to
the one below:

Document J: Final Judgment

Document K: Majority Opinion

Document L: Dissent

Document M: “At the Bus Station”
7 Students should now be equipped to write a
response to the essay prompt: “Evaluate the
degree to which each of the following informed the
ruling in Plessy v. Ferguson: custom, precedent,
and understanding of federalism.” You may have
students complete this as an individual task or a
group task.
Group 1: Documents A, C, D
Group 2: Documents B, E
Group 3: Documents F, G
9 After students have written their essays, you may
have them exchange papers anonymously and
apply your class grading rubric.
Plessy v. Ferguson
© The Bill of Rights Institute
8 Be sure students are familiar with your class
procedures related to thesis statements and essay
expectations. Tips are provided on pages 236 –
239 of the Teacher Toolbox.
Group 4: Documents H, I
40
Case Background
directions
Read the Case
Background and the
Key Question. Then
analyze Documents
A-M. Finally, answer
the Key Question in a
well-organized essay
that incorporates
your interpretations
of Documents A-M,
as well as your own
knowledge of history.
Although the Declaration of Independence affirmed that
“all men are created equal,” and had inalienable rights
including liberty, African Americans were systematically
denied their liberty with the institution of slavery. Even
after the Civil War and the passage of the Thirteenth,
Fourteenth, and Fifteenth Amendments, segregation was
a fact of life in the United States. Throughout the country,
the races remained separated by both custom and law.
With the end of Reconstruction, every southern state, as
well as some northern ones, passed what came to be
termed Jim Crow laws. These policies required segregation
in public places. African Americans were denied equal
access to public facilities like transportation, education,
and the voting booth. In 1878, the Supreme Court held that
states could not require integration on interstate common
carriers. In 1890, the Court held that Mississippi could
require segregation on modes of interstate transportation.
equal protection and affirmative action
Plessy v.
ferguson (1896)
Five years later, Homer Plessy, a resident of Louisiana,
decided to challenge a Louisiana law requiring segregation
on railcars by purchasing a train ticket and sitting in a
“whites only” car. Because Plessy was an “octoroon” (1/8th
black), he was subject to the black codes of Louisiana.
When he was questioned as to his status, he admitted to
being an octoroon, and was arrested when he refused to
leave the car. He appealed his case to the Supreme Court of
Louisiana and eventually the United States Supreme Court,
claiming that the Louisiana law violated the Fourteenth
Amendment.
78937_057_068.indd 41
6/6/2007 3:24:54 PM
key Question
Evaluate the degree to which each of the following informed
the ruling in Plessy v. Ferguson: custom, precedent, and
understanding of federalism.
Documents you will examine:
a
b
c
d
e
f
g
h
i
j
k
l
m
78937_057_068.indd 42
The Declaration of Independence, 1776
Thomas Jefferson, Notes on the State of Virginia, 1787
The Constitution of the United States, 1789
The Tenth Amendment, 1791
Thomas Jefferson to Henri Gregoire, 1809
Argument of John Quincy Adams, Amistad Case, 1841
“The American Declaration of Independence Illustrated,” 1861
Section of The Fourteenth Amendment, 1868
Civil Rights Cases, 1883
Final Judgment, Plessy v. Ferguson, 1896
Majority Opinion (6-1), Plessy v. Ferguson, 1896
Dissenting Opinion, Plessy v. Ferguson, 1896
“At the Bus Station,” 1940
6/6/2007 3:24:54 PM
document a
The Declaration of Independence, 1776
We hold these truths to be self-evident, that all men are created equal, that they
are endowed by their Creator with certain unalienable Rights, that among these
are Life, Liberty and the pursuit of Happiness….
 In what manner does the Declaration of Independence understand all
people to be equal?
document b
Thomas Jefferson, Notes on the State of Virginia, 1787
Comparing [Negros] by their faculties of memory, reason, and imagination, it
appears to me, that in memory they are equal to the whites; in reason much inferior,
as I think one could scarcely be found capable of tracing and comprehending
the investigations of Euclid; and that in imagination they are dull, tasteless, and
anomalous…. This unfortunate difference of colour, and perhaps of faculty, is a
powerful obstacle to the emancipation of these people.
 Contrast Jefferson’s views on racial equality with the assertion of the
Declaration of Independence (Document A).
The Constitution of the United States, 1789
Article I, Section 2, Paragraph 3: Representatives and direct Taxes shall be
apportioned among the several States which may be included within this Union,
according to their respective Numbers, which shall be determined by adding to
the whole Number of free Persons, including those bound to Service for a Term
of Years, and excluding Indians not taxed, three fifths of all other Persons.
 How were these “all other persons” counted for the purpose of
apportioning a state’s representatives and direct taxes?
plessy v. ferguson
 Who are the “all other Persons” referred to in this document?
©the Bill of Rights Institute
document c
43
78937_057_068.indd 43
6/6/2007 3:24:54 PM
document d
The Tenth Amendment, 1791
The powers not delegated to the United States by the Constitution, nor prohibited
by it to the states, are reserved to the states respectively, or to the people.
 Restate the Tenth Amendment in your own words.
document e
Thomas Jefferson to Henri Gregoire, 1809
©the Bill of Rights Institute
Be assured that no person living wishes more sincerely than I do, to see a complete
refutation of the doubts I have myself entertained and expressed on the grade
of understanding allotted to them [Negroes] by nature, and to find that in this
respect they are on a par with ourselves. My doubts were the result of personal
observation on the limited sphere of my own State, where the opportunities for
the development of their genius were not favorable, and those of exercising it
still less so. I expressed them therefore with great hesitation; but whatever be
their degree of talent it is no measure of their rights. Because Sir Isaac Newton
was superior to others in understanding, he was not therefore lord of the person
or property of others. On this subject they are gaining daily in the opinions of
nations, and hopeful advances are making towards their re-establishment on an
equal footing with the other colors of the human family.
 How does Jefferson clarify his beliefs on the racial inferiority of
blacks (Document B)?
plessy v. ferguson
44
78937_057_068.indd 44
6/6/2007 3:24:54 PM
document f
Argument of John Quincy Adams, Amistad Case, 1841
Note: In 1839, Africans aboard the schooner Amistad revolted and demanded
to be returned home. The captain instead brought them to New York, and the
captives were to be sold as slaves. A legal battle followed over the question of
the status of the captive Africans.
The Constitution of the United States recognizes the slaves, held within some
of the States of the Union, only in their capacity of persons. …The Constitution
nowhere recognizes them as property. The words slave and slavery are studiously
excluded from the Constitution. Circumlocutions are the fig-leaves under which
these parts of the body politic are decently concealed. Slaves, therefore, in the
Constitution of the United States are recognized only as persons, enjoying rights
and held to the performance of duties.
That Declaration [of Independence] says that every man is “endowed by his
Creator with certain inalienable rights,” and that “among these are life, liberty,
and the pursuit of happiness.” …The moment you come, to the Declaration of
Independence, that every man has a right to life and liberty, an inalienable right,
this case is decided. I ask nothing more in behalf of these unfortunate men, than
this Declaration.
 What does Adams argue about the Constitution’s recognition of
slaves?
 Why does Adams reference the Declaration of Independence?
©the Bill of Rights Institute
plessy v. ferguson
45
78937_057_068.indd 45
6/6/2007 3:24:54 PM
document g
“The American Declaration of Independence Illustrated,” 1861
©the Bill of Rights Institute
plessy v. ferguson
 What does the artist believe is the promise of the Declaration of
Independence?
46
78937_057_068.indd 46
6/6/2007 3:24:55 PM
document h
Section of The Fourteenth Amendment, 1868
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….
Section. 5. The Congress shall have power to enforce, by appropriate legislation,
the provisions of this article.
 What does the Fourteenth Amendment guarantee to residents of
every state?
 Does Section 5 of this document change the meaning of the Tenth
Amendment (Document D)?
document i
[Federal civil rights] legislation cannot properly cover the whole domain of rights
appertaining to life, liberty, and property, defining them and providing for their
vindication. That would … make congress take the place of the state legislatures
and to supersede them.
It is absurd to affirm that, because the rights of life, liberty, and property … are by
the [Fourteenth] Amendment sought to be protected against invasion on the part
of the state without due process of law, Congress may, therefore, provide due
process of law for their vindication in every case; and that, because the denial
by a state to any persons of the equal protection of the laws is prohibited by the
amendment, therefore congress may establish laws for their equal protection.
plessy v. ferguson
 Which level of government does this opinion imply has the power to
correct state violations of rights to life, liberty and property?
©the Bill of Rights Institute
Civil Rights Cases, 1883
47
78937_057_068.indd 47
6/6/2007 3:24:55 PM
document j
Final Judgment, Plessy v. Ferguson, 1896
©the Bill of Rights Institute
plessy v. ferguson
Courtesy National Archives. Plessy v. Ferguson, 163, #15248; Records
of the Supreme Court of the United States; Record Group 267.
 What was Ferguson’s title?
 Did the United States Supreme Court affirm or overturn the decision
of the Louisiana court?
48
78937_057_068.indd 48
6/6/2007 3:24:56 PM
document k
majority opinion
Majority Opinion (6-1), Plessy v. Ferguson, 1896
The object of the [Fourteenth] Amendment was undoubtedly to enforce the
absolute equality of the two races before the law, but, in the nature of things,
it could not have been intended to abolish distinctions based upon color, or
to enforce social, as distinguished from political, equality, or a commingling of
the two races upon terms unsatisfactory to either. Laws permitting, and even
requiring, their separation, in places where they are liable to be brought into
contact, do not necessarily imply the inferiority of either race to the other, and
have been generally, if not universally, recognized as within the competency of
the state legislatures in the exercise of their police power.…
We consider the underlying fallacy of [Plessy’s] argument to consist in the
assumption that the enforced separation of the two races stamps the colored
race with a badge of inferiority. If this be so, it is not by reason of anything found
in the act, but solely because the colored race chooses to put that construction
upon it.…
 What kinds of laws does the Court say that state legislatures have
the rightful power to pass?
 What does the Court say is the basic flaw in Plessy’s argument?
 What does the Court argue about laws that try to abolish racial
prejudices?
plessy v. ferguson
 Why is this decision said to have affirmed the doctrine of “separate
but equal”?
©the Bill of Rights Institute
Legislation is powerless to eradicate racial instincts, or to abolish distinctions
based upon physical differences, and the attempt to do so can only result in
accentuating the difficulties of the present situation. If the civil and political rights
of both races be equal, one cannot be inferior to the other civilly or politically. If
one race be inferior to the other socially, the constitution of the United States
cannot put them upon the same plane.
The argument also assumes that social prejudices may be overcome by
legislation, and that equal rights cannot be secured to the negro except by an
enforced commingling of the two races. We cannot accept this proposition. If
the two races are to meet upon terms of social equality, it must be the result of
natural affinities, a mutual appreciation of each other’s merits, and a voluntary
consent of individuals.…
49
78937_057_068.indd 49
6/6/2007 3:24:56 PM
document l
Dissenting Opinion, Plessy v. Ferguson, 1896
The white race deems itself to be the dominant race in this country. And so it is, in
prestige, in achievements, in education, in wealth, and in power. So, I doubt not,
it will continue to be for all time, if it remains true to its great heritage, and holds
fast to the principles of constitutional liberty. But in view of the constitution, in
the eye of the law, there is in this country no superior, dominant, ruling class of
citizens. There is no caste here. Our constitution is color-blind, and neither knows
nor tolerates classes among citizens. In respect of civil rights, all citizens are
equal before the law. The humblest is the peer of the most powerful….
Sixty millions of whites are in no danger from the presence here of eight millions
of blacks. The destinies of the two races, in this country, are indissolubly linked
together, and the interests of both require that the common government of all
shall not permit the seeds of race hate to be planted under the sanction of
law. What can more certainly arouse race hate, what more certainly create and
perpetuate a feeling of distrust between these races, than state enactments
which, in fact, proceed on the ground that colored citizens are so inferior and
degraded that they cannot be allowed to sit in public coaches occupied by white
citizens? That, as all will admit, is the real meaning of such legislation as was
enacted in Louisiana.
 What does the dissenting opinion mean by “Our constitution is colorblind”?
©the Bill of Rights Institute
 What does the dissenting opinion claim is the “real meaning” of the
Louisiana segregation law?
plessy v. ferguson
50
78937_057_068.indd 50
6/6/2007 3:24:56 PM
document m
“At the Bus Station,” 1940
 How does this photograph from 1940 reveal the legacy of the Plessy
decision?
Evaluate the degree to which
each of the following informed
the ruling in Plessy v. Ferguson:
custom, precedent, and
understanding of federalism.
plessy v. ferguson
Answer the Key
Question in a wellorganized essay
that incorporates
your interpretations
of Documents A-M,
as well as your own
knowledge of history.
key Question
©the Bill of Rights Institute
directions
51
78937_057_068.indd 51
6/6/2007 3:24:56 PM
the
endures
Brown v. Board of Education (1954)
The doctrine of “separate but equal” did not make its
appearance in this Court until 1896 in the case of Plessy
v. Ferguson.…
©the Bill of Rights Institute
Negro and white schools involved have been equalized,
or are being equalized, with respect to buildings,
curricula, qualifications and salaries of teachers, and
other “tangible” factors. Our decision, therefore, cannot
turn on merely a comparison of these tangible factors
in the Negro and white schools involved in each of the
cases. We must look instead to the effect of segregation
itself on public education. …Only in this way can it be
determined if segregation in public schools deprives
these plaintiffs of the equal protection of the laws.
 The Court acknowledges the growing
“equality” of schools for blacks and whites.
Why, then, will the Court overturn Plessy?
plessy v. ferguson
52
78937_057_068.indd 52
6/6/2007 3:24:56 PM
APPENDIX
TEACHER TOOLBOX
©THE BILL OF RIGHTS INSTITUTE
Classroom Applications
&DVH%ULHÀQJ6KHHW
&RQVWLWXWLRQDO,VVXH(YLGHQFH)RUP
Documents Summary
Attorney Document Analysis
0RRW&RXUW3URFHGXUHV
Tips for Thesis Statements and Essays
5XEULFIRU(YDOXDWLQJD'%4(VVD\RQD3RLQW6FDOH
.H\4XHVWLRQ6FRULQJ*XLGHOLQHVIRU$OO(VVD\V
TEACHER TOOLBOX
227
CLASSROOM APPLICATIONS
6FDIIROGLQJTXHVWLRQVDUHSURYLGHGDVDQRSWLRQ7HDFKHUVRI$3RUKRQRUVFODVVHVPD\
FKRRVHQRWWRKDYHVWXGHQWVZULWHDQVZHUVWRWKHVH
&RQWH[W%DFNJURXQGLQIRUPDWLRQIRUVRPHGRFXPHQWVLVSURYLGHGDVDQRSWLRQWREULHI
VWXGHQWVRQKLVWRULFDOOHJDOFRQWH[WDQGVLJQLÀFDQFH
DBQ Strategies:
‡ :ULWHWKH.H\4XHVWLRQRQWKHERDUGDQGJLYHHDFKVWXGHQWDFRS\RIRQHGRFXPHQW
$VNWKLVTXHVWLRQ'RHVWKLVGRFXPHQWKHOS\RXWRDQVZHUWKLVTXHVWLRQ",IVRKRZ"
If not, what additional information might you need? Allow students 3-4 minutes to
DQVZHUWKHVHTXHVWLRQV7KHQKDYHVWXGHQWVSDLUXSVKDULQJWKHLUGRFXPHQWVDQG
DQVZHULQJWKHVDPHTXHVWLRQV+DYHHDFKSDLUMRLQDQRWKHUDQGUHSHDWWKHSURFHVV
)LQDOO\EULQJWKHHQWLUHFODVVWRJHWKHUDQGDQVZHUWKH.H\4XHVWLRQDVDJURXS
‡ :ULWHWKH.H\4XHVWLRQRQWKHERDUGDQGVSHQGRQHFODVVSHULRGKDYLQJVWXGHQWV
analyze documents and answer the scaffolding questions, followed by one class
period writing their answers to the key question.
‡ 'LYLGH VWXGHQWV LQWR SDLUV RU WULRV DQG DVVLJQ RQH RU PRUH GRFXPHQWV SHU JURXS
Then ask groups to report on their documents to the class, being sure that they
H[SODLQKRZWKHLUVSHFLÀFGRFXPHQWVFDQKHOSWRDQVZHUWKH.H\4XHVWLRQ
‡ *RRYHU'%4VDVDODUJHJURXSXVLQJVFDIIROGLQJTXHVWLRQVDQGNH\TXHVWLRQVDV
discussion prompts.
‡ *LYHVWXGHQWVWKHGRFXPHQWVIURPDFDVHDQGKDYHWKHPFUDIWDNH\TXHVWLRQ
‡ +DYHVWXGHQWVFRPSOHWHD&DVH%ULHÀQJ6KHHWVHHSWRUHLQIRUFHNH\FRQFHSWV
‡ &RQGXFWD0RRW&RXUWSUHVHQWDWLRQVHHSIRUGLUHFWLRQV
‡ /LJKWQLQJ5RXQG0RRW&RXUW7KLVVWUDWHJ\PLJKWEHHVSHFLDOO\KHOSIXOWRSURYLGHD
TXLFNUHYLHZRIDQXPEHURIFDVHV$VVLJQWZRVWXGHQWVWRHDFKFDVHRQHWRSUHVHQW
the petitioner’s position and one to present the respondent’s. Each student has two
PLQXWHVWRSUHVHQWKLVKHUSRVLWLRQWRWKHHQWLUHFODVVZKLFKWKHQPXVWYRWHRQWKLV
TXHVWLRQ ,V WKH ODZ LQ TXHVWLRQ D YDOLG H[HUFLVH RI JRYHUQPHQW SRZHU XQGHU WKH
UHOHYDQWFRQVWLWXWLRQDOSULQFLSOHV"
‡ +DYHVWXGHQWVFRQGXFWUHVHDUFKWRGLVFRYHUPRUHGHWDLOVDERXWWKHSHRSOHLQYROYHG
in a case, and then report to the class.
‡ 'HYHORSSROLWLFDOFDUWRRQVWRKLJKOLJKWWKHLPSRUWDQWLVVXHVLQDFDVH
TEACHER TOOLBOX
‡ 'HYHORSDQLOOXVWUDWHGWLPHOLQHWRGHSLFWFKDQJHVDQGWUHQGVLQLQWHUSUHWDWLRQRID
JLYHQFRQVWLWXWLRQDOSULQFLSOH
©THE BILL OF RIGHTS INSTITUTE
‡ +DYHVWXGHQWVGHWHUPLQHIRUHDFKGRFXPHQWZKLFKVLGHZRXOGEHPRUHOLNHO\WRXVH
LWLQRUDODUJXPHQWRIWKHFDVH6HHJUDSKLFRUJDQL]HUVS
229
ONLINE RESOURCES
Consult any of the following websites for additional resources to learn more about the
Supreme Court and landmark cases.
KWWSELOORIULJKWVLQVWLWXWHRUJUHVRXUFHVHGXFDWRUUHVRXUFHVODQGPDUNFDVHV
www.oyez.org
KWWSZZZVWUHHWODZRUJHQODQGPDUNDVS[
KWWSZZZVXSUHPHFRXUWJRY
KWWSZZZODZFRUQHOOHGXVXSFWFDVHVQDPHKWP
KWWSZZZVFRWXVEORJFRP
©THE BILL OF RIGHTS INSTITUTE
TEACHER TOOLBOX
230
CASE BRIEFING SHEET
&DVH1DPHDQG<HDU ______________________________________________________
)DFWVRIWKH&DVH _________________________________________________________
_________________________________________________________________________
:KDWLVWKHFRQVWLWXWLRQDOTXHVWLRQWKDWWKH6XSUHPH&RXUWPXVWDQVZHU"
7KLVLVD\HVQRTXHVWLRQDQGVSHOOVRXWWKHVSHFLÀFSDUWRIWKH&RQVWLWXWLRQDWLVVXH
_________________________________________________________________________
_________________________________________________________________________
:KDWFRQVWLWXWLRQDOSULQFLSOHVDUHLQGLFDWHGLQWKHFDVH" _________________________
_________________________________________________________________________
6XPPDU\RIRQHVLGH·VDUJXPHQWV
6XPPDU\RIWKHRWKHUVLGH·VDUJXPHQWV
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
How would you decide the case and why? _____________________________________
_________________________________________________________________________
How did the Supreme Court majority decide the case and why?____________________
_________________________________________________________________________
_________________________________________________________________________
:KDWZHUHWKHPDLQSRLQWVUDLVHGLQDQ\GLVVHQWLQJRSLQLRQV" ____________________
_________________________________________________________________________
:KDWRWKHU6XSUHPH&RXUWFDVHVDUHUHODWHGLQLPSRUWDQWZD\V" __________________
_________________________________________________________________________
_________________________________________________________________________
TEACHER TOOLBOX
_________________________________________________________________________
©THE BILL OF RIGHTS INSTITUTE
_________________________________________________________________________
231
CONSTITUTIONAL ISSUE EVIDENCE FORM
&DVH1DPHDQG<HDU
&RQVWLWXWLRQDO,VVXH
<HV6RXUFH(YLGHQFH
TEACHER TOOLBOX
+RZZRXOG\RXXVHWKHGRFXPHQWVSURYLGHGWR
answer the constitutional question?
1R6RXUFH(YLGHQFH
©THE BILL OF RIGHTS INSTITUTE
232
TEACHER TOOLBOX
Document
name &
date
Author
Answer to scaffolding question
DOCUMENTS SUMMARY
©THE BILL OF RIGHTS INSTITUTE
233
How each side might use this document to
DQVZHUWKH.H\4XHVWLRQ³25³:KDWLVWKH
main idea of this document?
8VHWKLVIRUPWRGHYHORSDQRYHUYLHZRIWKHHYLGHQFHDYDLODEOH
Both sides
ATTORNEY DOCUMENT ANALYSIS
3HWLWLRQHU
Additional notes:
+RZGLGPDMRULW\GLVVHQWLQJRSLQLRQV
align with each attorney’s position?
TEACHER TOOLBOX
8VHWKLVIRUPWRVKRZZKLFKDWWRUQH\ZRXOG
SUREDEO\XVHHDFKGRFXPHQWSURYLGHGDQGZK\
Respondent
©THE BILL OF RIGHTS INSTITUTE
234
MOOT COURT PROCEDURES
Preparation
‡ (QFRXUDJH VWXGHQWV WR XVH WKH EDFNJURXQG NQRZOHGJH WKH\ KDYH GHYHORSHG
$WWRUQH\VDQG-XVWLFHVRIWKH866XSUHPH&RXUWDSSO\DJUHDWGHDORIEDFNJURXQG
and historical knowledge.
‡ Caution students that “gotcha” questions within the classroom context are not
SURGXFWLYH ´-XVWLFHVµ VKRXOG QRW DVN TXHVWLRQV WKDW EDVHG RQ WKHLU EDFNJURXQG
DQGFODVVDFWLYLWLHVZRXOGQRWEHIDLUJDPH
‡ 'HFLGHZKHWKHUVWXGHQWVZLOOEHDOORZHGWRXVHRQOLQHUHVRXUFHVYLDWKHLUVPDUWSKRQHV
during the exercise—there are good arguments both for using and for not using them.
‡ 5HFRPPHQGDWLRQ³GRQRWDOORZ´-XVWLFHVµWRLQWHUUXSWWKHDWWRUQH\VLQWKHÀUVWWLPH
or two that you run moot courts. They can ask their questions at the end of each
attorney’s oral arguments.
‡ Encourage teamwork among “attorneys” in their presentations. Each team should
KDYHDOHDGDWWRUQH\EXWRWKHUVZLOOKHOSÀOOLQDVQHHGHG
Divide class into 3 groups: 9 Justices, advocates for the petitioner, and advocates
for the respondent (A fourth group could be journalists.)
‡ *LYHWLPHIRUSODQQLQJ-XVWLFHVGHFLGHZKDWTXHVWLRQVWKH\ZDQWDQVZHUHGLQRUDO
DUJXPHQWVDGYRFDWHVIRUHDFKVLGHSODQWKHLURUDODUJXPHQWV
‡ Allow equal time for presentation of each side, including interruptions from Justices
RUQRW³\RXUFKRLFH,QWKH866XSUHPH&RXUWHDFKVLGHKDVPLQXWHVDQGWKH
Justices interrupt continuously.
At the beginning of each session of the Supreme Court, the Marshal of the Court
(Court Crier) announces:
´2\H]2\H]2\H]$OOSHUVRQVKDYLQJEXVLQHVVEHIRUHWKH+RQRUDEOHWKH6XSUHPH
&RXUWRIWKH8QLWHG6WDWHVDUHDGPRQLVKHGWRGUDZQHDUDQGJLYHWKHLUDWWHQWLRQ
IRUWKH&RXUWLVQRZVLWWLQJ*RGVDYHWKH8QLWHG6WDWHVDQGWKLV+RQRUDEOH&RXUWµ
7KH&KLHI-XVWLFHZLOOEHJLQWKHRUDODUJXPHQWSKDVHE\VD\LQJ´3HWLWLRQHU\RXPD\
begin.”
The petitioner’s attorney says, “Mr. Chief Justice, and may it please the Court…”
TEACHER TOOLBOX
Debrief: 'LVFXVVERWKWKHFRQWHQWRIWKHFDVH&RQVWLWXWLRQDOSULQFLSOHDQGLWV
DSSOLFDWLRQDQGWKHSURFHVVHVHPSOR\HG&RQVLGHUWKLQNLQJDQGSODQQLQJSURFHVVFLYLO
discourse process, and the application of these skills outside the classroom.
©THE BILL OF RIGHTS INSTITUTE
‡ Justices deliberate and announce decision. Deliberation is actually done in strict
SULYDF\LQWKH866XSUHPH&RXUWFRQIHUHQFHEXW\RXGHFLGHIRU\RXUFODVV
235
TIPS FOR THESIS STATEMENTS AND ESSAYS
Thesis Statement: The thesis statement condenses your arguments to a nutshell and
DSSHDUVLQWKHRSHQLQJSDUDJUDSKEXWLWLVQRWZULWWHQXQWLO$)7(5\RXKDYHSODQQHG\RXU
RYHUDOOUHVSRQVH3ODQQLQJSURFHVVVKRZQLQWDEOHEHORZ
A good thesis statement—
‡ Fully addresses all parts of the prompt, while acknowledging the complexity of the
issue.
‡ &OHDUO\ WDNHV D VLGH³PDNHV D GHFODUDWLYH VWDWHPHQW WKDW RQH WKLQJ ZDV PRUH
LPSRUWDQWPRUHSHUVXDVLYHHWFWKDQDQRWKHU6LQFHWKHYHUELQWKHSURPSWLVRIWHQ
VRPHWKLQJOLNH´DVVHVVµRU´HYDOXDWHµWKHWKHVLVVWDWHPHQWVKRXOGVKRZZKLFKVLGH
the writer takes.
‡ Suggests a “table of contents ”or road map for the essay—shows what elements
enter into consideration.
‡ %HJLQVDQHVVD\WKDWLVSURYHQE\DEXQGDQWDQGSHUVXDVLYHIDFWVDQGHYLGHQFH
,QD'%4HVVD\WKHVWXGHQWZULWHVDZHOORUJDQL]HGUHVSRQVHWRWDUJHWDVSHFLÀFSURPSW
DQDO\]LQJSHUWLQHQWGRFXPHQWVLQRUGHUWRVXSSRUWKLVKHUWKHVLV7KHVWHSVGHVFULEHG
KHUH ZLOO JXLGH WKH SURFHVV RI KDQGOLQJ WKH GRFXPHQWV )RU $GYDQFHG 3ODFHPHQW 86
History the response must include BOTH outside information AND information from the
GRFXPHQWV2Q86+LVWRU\$3H[DPVRQHRIWKHHVVD\VWKDWPXVWEHZULWWHQXQGHUWLPHG
FRQGLWLRQVLVWKH'%4
DBQ Do and Don’t
©THE BILL OF RIGHTS INSTITUTE
TEACHER TOOLBOX
236
Steps
Do
Don’t
1. Analyze the
prompt and
GLYLGHLWLQWRLWV
components. A
graphic organizer
helps with this
step.
Fully address the prompt.
It is better to address all
SDUWVRIWKHSURPSWHYHQ
if you must do some in a
way that is less complete,
than to spend all your
time on just one of two
parts or 3 of 4 parts.
Neglect part of the
prompt because you
spent too much time on
the part you know more
about.
2. 3ODQWRSURYH\RXU
point. It is best to
begin by planning
WKHRYHUDOO
structure BEFORE
HYHQORRNLQJDWWKH
documents.
Organize your thoughts
before writing the thesis
VWDWHPHQW:KDWDUHWKH
logical points your essay
needs to include?
:ULWHD´ODXQGU\OLVWµWKDW
simply summarizes each
document.
Steps
Do
Don’t
3. Check the
documents to see
how you can use
them as tools.
6WULYHWRXVHDOOWKH
documents; but be
sure you accurately
understand their main
ideas.
Take quotes or ideas out
of context to use them in
a manner other than the
author intended.
4. Ask yourself when
ZULWLQJHYHU\
SDUDJUDSK´+RZ
does this help to
SURYHP\WKHVLV"µ
$QDO\]HWRSURYHWKH
position asserted in the
thesis statement. Analysis
is not the same thing as
GHVFULSWLRQRUQDUUDWLYH
Merely making a series
of true statements is not
analysis. Key to analysis—
is the essay answering
the “So what?” question?
8VHVWRUnd-person
pronouns “I think the
Supreme Court has the
authority to use judicial
UHYLHZEHFDXVH«µ´+DYH
\RXHYHUZRQGHUHGKRZ
the Supreme Court got
WKHDXWKRULW\WRRYHUWXUQ
federal laws?”
Manage time
wisely; writing long
quotes will eat up
thinking time.
8VHUHOHYDQWIDFWV
HYLGHQFHSURRI
8VHOHQJWK\TXRWHV
6. *LYHFUHGLWWR
sources.
Cite sources using the
DXWKRU·VQDPHDQGRU
document title.
:ULWH´$FFRUGLQJWR
Document B,…”
7. Think as you write!
Let logic and analysis
GULYHWKHHVVD\
/HWGRFXPHQWVGULYHWKH
essay.
A well-chosen brief phrase
in quotations and worked
into your own sentence is
powerful.
3DGWKHSDSHULQDQ
attempt to conceal a lack
of analysis.
©THE BILL OF RIGHTS INSTITUTE
TEACHER TOOLBOX
237
Addresses all
aspects of the
prompt, though
FRYHUDJHPD\EH
VOLJKWO\XQHYHQ
(QWLUH3URPSW
(IIHFWLYHO\DQGDSpropriately uses
DOO³RUDOPRVWDOO
documents
Documents
Supports thesis
with substantial
DQGUHOHYDQWRXWside information.
2XWVLGH,QIRUHTXLUHGIRU$3FODVV
Organization &
:ULWLQJ6NLOO
“The angels are
starting to sing!”
Errors
May contain minor
errors.
Contains little outside information
Supports thesis
with some outside
information
Is so poorly organized or written
WKDWLWLVGLIÀFXOWWR
understand
Demonstrates
weak organizationDODQGRUZULWLQJ
skills which interfere with comprehension
Acceptable organization; language
errors do not
interfere with comprehension and do
not indicate misunderstanding of the
topic
Contains numerous
errors, both major
and minor
May contain major
errors
May contain errors
that do not seriously detract from
quality of the essay
“Get this writer to
proofread your next
paper!”
Includes inappropriate, off-target, or
no outside information
´&DOOWKH3UHVLGHQW
he needs to hear
this essay!”
Clearly organized
ZHOOZULWWHQ³HYLGHQWRQÀUVWUHDGing, but we’ll read
it again just for
pleasure.
RUBRIC FOR EVALUATING A DBQ ESSAY ON A 9-POINT SCALE
$QDO\VLVWHQGVWR
EHWKHPRVWGLIÀFXOWFRPSRQHQW
(IIHFWLYHDQDO\VLV
which shows &
SURYHVUHODWLRQships; fully answers
the “so what?”
questions; more
analytical than narUDWLYH
4XRWHVRUEULHÁ\
cites some documents, but does
not use them as
tools to support
thesis
8VHVVRPHGRFXPHQWVHIIHFWLYHO\
Deals with one aspect of the prompt
in a general way
or with additional
SDUWVLQDVXSHUÀcial way
Slights or neglects
some parts of the
prompt
Simplistic explanations that do not
indicate mastery of
the content; may
list facts without
analysis
Ignores part of the
question
Contains little or no
understanding of
the documents or
ignores them completely
Limited analysis;
PRVWO\GHVFULSWLYH
knowledge & comSUHKHQVLRQOHYHOLQ
use of facts
3UHVHQWVDOLPLWHG
FRQIXVHGDQGRU
SRRUO\GHYHORSHG
thesis
Shows inadequate
or inaccurate understanding of the
prompt
TEACHER TOOLBOX
5HVSRQVHLVFRPSOHWHO\RIIWDUJHW([DPSOHV´,GLGQ·WKDYHWRSD\IRUWKLVH[DPDQG,·PQRWZDVWLQJP\WLPHRQLWµ´,NQRZQRWKLQJDERXWWKHSURPSW
but let me tell you about snow-boarding…”; “My former boyfriend is the world’s biggest jerk and here’s why…”
Contains no thesis
or a thesis which
does not address
the prompt
Contains a thesis
which addresses
the prompt
Contains a wellGHYHORSHGWKHVLV
which clearly addresses all aspects
of the prompt and
shows organizational roadmap
Thesis
Adapted from AP US History guidelines
Score
*UDGH
8-9
2-3-4
0-1
EHORZ
--
©THE BILL OF RIGHTS INSTITUTE
238
KEY QUESTION SCORING GUIDELINES FOR ALL ESSAYS
The Good-Excellent Essay
‡ $VVHUWVDVWURQJFOHDUDQGZHOOGHYHORSHGWKHVLVLQUHVSRQVHWRWKHNH\
question.
‡ Supports the thesis with outstanding analysis of Founding documents, custom,
OHJDOSUHFHGHQWDQGFRQWHPSRUDU\YLHZV
‡ ,QWHOOLJHQWO\DSSOLHVDQGRUFULWLTXHVWKH&RXUW·VRSLQLRQV
‡ (IIHFWLYHO\XVHVPDQ\GRFXPHQWVDQGLQFRUSRUDWHVSULRUNQRZOHGJH
‡ Contains only minor errors; is clearly organized and exceptionally well-written.
The Average-Good Essay
‡ Asserts a thesis in response to the key question.
‡ Supports the thesis with some analysis of Founding documents, custom, legal
SUHFHGHQWDQGRUFRQWHPSRUDU\YLHZV$QDO\VLVRIVRPHDVSHFWVPD\EHFXUVRU\
or absent.
‡ &ULWLTXHVDQGRUDSSOLHVWKH&RXUW·VRSLQLRQVEXWPD\GHPRQVWUDWHOHVV
command of nuance than the Good-Excellent Essay.
‡ (IIHFWLYHO\XVHVPDQ\GRFXPHQWVDQGLQFRUSRUDWHVSULRUNQRZOHGJH
‡ &RQWDLQVIHZVLJQLÀFDQWHUURUVLVDFFHSWDEO\RUJDQL]HGDQGZULWWHQ
The Below Average-Average Essay
The Poor-Below Average Essay
‡
‡
‡
‡
‡
Lacks a thesis.
Exhibits inadequate understanding of the question and the documents.
2IIHUVQRDSSOLFDWLRQFULWLTXHRIWKH&RXUW·VRSLQLRQV
8VHVYHU\IHZGRFXPHQWVDQGLQFRUSRUDWHVQRSULRUNQRZOHGJH
&RQWDLQVQXPHURXVVLJQLÀFDQWHUURUVDQGLVSRRUO\RUJDQL]HGDQGZULWWHQ
©THE BILL OF RIGHTS INSTITUTE
‡ Asserts a limited thesis or does not fully address the key question.
‡ $QDO\VLVLVODUJHO\LQFRPSOHWHVXSHUÀFLDORULQFRUUHFWPD\PHUHO\SDUDSKUDVH
or quote documents.
‡ &RQWDLQVVLPSOLVWLFRULQFRUUHFWDSSOLFDWLRQFULWLTXHRIWKH&RXUW·VRSLQLRQV
‡ 8VHVIHZGRFXPHQWVDQGLQFRUSRUDWHVOLWWOHSULRUNQRZOHGJH
‡ &RQWDLQVVRPHVLJQLÀFDQWHUURUVDQGLVSRRUO\RUJDQL]HGDQGZULWWHQ
TEACHER TOOLBOX
239