L2+Ford,+Brody


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

**__Facet:__** Interpretation
 * __ Teacher’s Name __**** : ** Mr. Ford **__Lesson #__:** 2
 * __ Grade Level __**** : ** 6-8 **__Topic__:** Federal v. State Power
 * __ Objectives __**
 * Student will understand that ** there are different purposes of constitutional government at the state and federal level.
 * Student will know ** Supreme Court, Constitution, Fourteenth Amendment
 * Student will be able to ** critique the powers of government at the state and federal levels.

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8
 * __ Maine __****__ Learning Results Alignment __**
 * // Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. //**


 * Rationale: ** Critiquing the powers of government at the state and federal level directly aligns with students gaining a deep understanding of the purposes, structures, and processes of government in Maine and the United States.
 * __ Assessment __**


 * Formative (Assessment for Learning) **


 * Pre-assessment: ** Students will use a KWL chart as a pre-assessment to show what they already know and what they want to know about the United States government. They will revisit this chart at the end of the lesson where they will fill in the ‘L’ section of what they learned. I will use this pre-assessment to determine what levels students are at so I can get a better understanding of how to form groups and what level of work I should be expecting at the start of the lesson.


 * Checking for Understanding: ** After the research on Supreme Court cases, teams will come together for a brief discussion on their Supreme Court cases. This discussion will be in the form of a fishbowl exercise. An inner circle will be formed with an outer circle of seats surrounding this inner circle. The class will be seated in the outer circle, except for when a team’s turn comes to discuss their Supreme Court case. When it is a team’s turn, they will move to the inner circle and discuss their article. Those in the outer circle have the chance to move to the inner circle to ask questions or make comments. This will act as a formative assessment as I’ll be able to see what concepts students learned from the exercise.
 * Checking for Understanding: ** After the Voicethread’s commenting option activity, students will write a detailed blog entry about the side they researched in class (ie. federal or state government). They will also reflect on the opposing side’s arguments and formulate a new, more informed opinion based off of their information. They will reflect by looking at a partner’s blog and commenting on their opposing side. I will read over all blog entries that night to see how well they understood their subject. This will determine how long I will spend in class the next day providing feedback on blogs and discussing what I wanted students to gain from the silent debate exercise.


 * Summative (Assessment of Learning) **


 * Voicethread: ** Students will use Voicethread to critique opinions on the powers of state and federal government. They will do this after researching the founding fathers’ views on state and federal government. They will be broken up into six teams using the Partner method. Two people in each team will research the founding father’s views on state power and the other two people in each team will research their views on federal power. They will then get together to pool their findings, formulate their opinions based off of both subgroup’s research, and create the Voicethread. Feedback will be offered after completion of the Voicethread and students will have the opportunity to reflect on the assignment in their blogs.


 * __ Integration __**


 * Technology: ** The Type II technology being used in this lesson is a Voicethread. The Voicethread will be used to critique the founding fathers’ views on state and federal government. Students will later use this Voicethread to reflect on and rethink their opinions.


 * English: ** Students will also integrate English as they will be researching the founding fathers’ views and writing responses based off of those views.


 * __ Groupings __**

During the Supreme Court case research, students will be broken up using seasonal partners. For this activity, they will be paired with their Spring partners. During founding father research, students will be broken up using the Partner method to divide into teams of four. Half of a team will research federal power and the other half will research state power. After completing blog entries, students will read their Winter partner’s blog to comment on.


 * __ Differentiated Instruction __**


 * Strategies: **
 * Interpersonal: ** Students will use this intelligence throughout the lesson. The feedback session, group research, fishbowl activity, class discussion, Voicethreads, and blogs will all feature this intelligence as communication and discussion will be built throughout.
 * Verbal:** The verbal intelligence will be used when reading the article and analyzing the information. This intelligence will also be used when writing blobs and writing in student Voicethreads.
 * Visual:** The KWL chart provides a visual graphic organizer to record what students know coming into the lesson and what they learned upon completion of the lesson. The visual intelligence will also be represented through student Voicethreads.
 * Intrapersonal:** The intrapersonal intelligence will be used when students are asked what their own feelings are regarding the MSNBC article. They’ll be asked if they agree with or disagree with the state judges. They will also use this intelligence when evaluating the work they have done on their Voicethreads and when reflecting on their knowledge through the KWL chart.
 * Logical:** Students will use the logical intelligence when asked to research Supreme Court cases. They must find a logical explanation for why the Supreme Court Justices rules the way they did.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence when discussing their court cases in the fishbowl exercise. The fishbowl exercise requires constant movement in and out of the circle.
 * Modifications/Accommodations **


 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**

If a student is absent during this lesson plan, they can still participate through Skype buddies. We will set up Skype buddies at the beginning of the year. These buddies can be used throughout the lesson. During the Supreme Court case research, the absent student can Skype in, research information at home, and email their teammate(s) that information. This can also be done during the founding father research. If, for extenuating circumstances, the student can not Skype in, the student and teacher will set up an action plan when they come back to school. The teacher will have a class wiki with updated agenda and assignments pages. These can be further resources to use when a student is absent. The Type II technology being used in this lesson is a Voicethread. The Voicethread will be used to critique the founding fathers’ views on state and federal government. Students will later use this Voicethread to reflect on and rethink their opinions. I will modify the assignment for all learners in the room by tiering instruction.
 * Absences: **
 * Extensions: **


 * __ Materials, Resources and Technology __**


 * laptops for Voicethread, research, and blogging
 * handouts
 * writing utensils
 * Voicethread rubric
 * textbook
 * KWL chart
 * Four-Column Chart
 * Seasonal partners worksheet
 * __ Source for Lesson Plan and Research __**

[] [] [] [] [] [] [] [] [] []
 * Federal versus State Powers article (Hook): ** []
 * KWL Chart (Graphic Organizer): ** []
 * Four-Column Chart: ** []
 * Voicethread (Summative Assessment): ** []
 * Voicethread Tutorial: ** []
 * Book Source: ** Paula A. Franklin Paul M. Roberts, //Comprehensive United States History//, 4th ed. (New York: Amsco, 2004).
 * Dred Scott v. Sandford: **
 * Plessy v. Ferguson: **
 * United States **** v. Harris: **
 * Brown v. Board of Education: **
 * Gonzales v. Raich: **


 * Rationale: ** I decided to use Voicethread for this lesson because it allows for a more interactive alternative to the regular Powerpoint presentation. A Voicethread allows the student to upload images, documents, and video while also providing communication tools by allowing commenting in five forms: voice, text, audio file, and/or video. This gives students important options. I will use a KWL chart as a pre-assessment as this is the first lesson using this understanding. The Four-Column chart will be helpful in organizing important information on how the Supreme Court has viewed state v. federal power. All materials will assist the student in building toward the summative Voicethread.


 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //** My lesson will meet the four learning styles: Clipboard, Puppy, Microscope, and Beach Ball.
 * Clipboard: ** Clipboard learners will benefit from the KWL chart pre-assessment as this gives me the information necessary to organize and differentiate the lesson. They will also respond to the use of a Four-column chart where they will organize their thoughts on a particular Supreme Court case in relation to federal v. state power. The summative assessment Voicethread also provides the Clipboard the opportunity to organize their thoughts into a concise project. The reflective blog also provides the Clipboard the space to organize their thoughts on their own Voicethread as well as on one other person’s Voicethread.
 * Puppy: ** Puppy learners will feel comfortable in the early stages of this lesson when they fill out the pre-assessment KWL chart. This encourages students to feel comfortable with the skill set they bring with them into the lesson. Providing a feedback session on student Voicethreads also makes puppy learners more comfortable with feedback and revisions.
 * Microscope: ** Microscope learners have a few chances to explore in this lesson. They will explore and analyze Supreme Court cases concerning the issue of federal v. state power. They will then have the opportunity to present and lead a discussion about their Supreme Court case to the class. This allows Microscope learners to analyze and discuss their opinions. Analyzing will also be a large part of the Voicethread about opinions held by the founding fathers of the United States. The blog will further allow students to analyze the topic.
 * Beach Ball: ** Beach ball learners will appreciate that the class can choose which Supreme Court case they will research. There will be teacher-led structure to the choosing process, but student opinions will play a large factor in which case a student receives. Beach ball learners will also appreciate the various outlets to incorporate a variety of resources, including the Voicethread assessment, the Supreme Court case exploration, and the founding fathers’ research.

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will know about the historical perspective of the relationship between state and federal government. They will first explore Supreme Court cases and then research opinions held by the founding fathers. This content will meet the Maine Learning Results standard for B1, Civics and Government.
 * // Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. //**

I have used one of the six facets of understanding, interpretation, to encourage true understanding of the material. Students will explore how the courts have interpreted the complex issue of state and federal power and discuss those cases. Then, they will have the opportunity to interpret the issue themselves by researching opinions held by the founding fathers and agreeing or disagreeing with those opinions.
 * Rationale: ** Critiquing the powers of government at the state and federal level directly aligns with students gaining a deep understanding of the purposes, structures, and processes of government in Maine and the United States.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //** I will be using technology in a Type II way to further student understanding of state and federal power. Student laptops will be used to explore Supreme Court cases concerning the dichotomy between state and federal intervention on certain issues. They will then use a Voicethread to critique the opinions of state and federal government that were held by the founding fathers. I have planned to include six of the eight intelligences from Howard Gardner’s Multiple Intelligence Theory to vary my instructional strategies.


 * Interpersonal: ** Students will use this intelligence throughout the lesson. The feedback session, group research, fishbowl activity, class discussion, Voicethreads, and blogs will all feature this intelligence as communication and discussion will be built throughout.
 * Verbal:** The verbal intelligence will be used when reading the article and analyzing the information. This intelligence will also be used when writing blobs and writing in student Voicethreads.
 * Visual:** The KWL chart provides a visual graphic organizer to record what students know coming into the lesson and what they learned upon completion of the lesson. The visual intelligence will also be represented through student Voicethreads.
 * Intrapersonal:** The intrapersonal intelligence will be used when students are asked what their own feelings are regarding the MSNBC article. They’ll be asked if they agree with or disagree with the state judges. They will also use this intelligence when evaluating the work they have done on their Voicethreads and when reflecting on their knowledge through the KWL chart.
 * Logical:** Students will use the logical intelligence when asked to research Supreme Court cases. They must find a logical explanation for why the Supreme Court Justices rules the way they did.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence when discussing their court cases in the fishbowl exercise. The fishbowl exercise requires constant movement in and out of the circle.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** A pre-assessment will be used before the hook so I can understand each student’s knowledge of the material upon coming into the lesson. Formative checking for understanding assessments will be used to make sure every student is on the right track. This builds up to the summative assessment, a Voicethread which will be used for more formative assessments, blogging and a feedback session.


 * Formative (Assessment for Learning) **


 * Pre-assessment: ** Students will use a KWL chart as a pre-assessment to show what they already know and what they want to know about the United States government. They will revisit this chart at the end of the lesson where they will fill in the ‘L’ section of what they learned. I will use this pre-assessment to determine what levels students are at so I can a better understanding of how to form groups and what level of work I should be expecting at the start of the lesson.


 * Checking for Understanding: ** After the research on Supreme Court cases, teams will come together for a brief discussion on these cases. This discussion will be in the form of a fishbowl exercise. An inner circle will be formed with an outer circle of seats surrounding this inner circle. The class will be seated in the outer circle, except for when a team’s turn comes to discuss their Supreme Court case. When it is a team’s turn, they will move to the inner circle and discuss their article. Those in the outer circle have the chance to move to the inner circle to ask questions or make comments.
 * Checking for Understanding: ** After the Voicethread’s commenting option activity, students will write a detailed blog entry about the side they researched in class (ie. federal or state government). They will also reflect on the opposing side’s arguments and formulate a new, more informed opinion based off of their information. They will reflect by looking at a partner’s blog and commenting on their opposing side. I will read over all blog entries that night to see how well they understood their subject. This will determine how long I will spend in class the next day providing feedback on blogs and discussing what I wanted students to gain from the silent debate exercise.


 * Summative (Assessment of Learning) **


 * Voicethread: ** Students will use Voicethread to critique opinions on the powers of state and federal government. They will do this after researching the founding fathers’ views on state and federal government. They will be broken up into six teams using the Partner method. Two people in each team will research the founding father’s views on state power and the other two people in each team will research their views on federal power. They will then get together to pool their research, formulate their opinions based off of both subgroup’s research, and create the Voicethread. Feedback will be offered after completion of the Voicethread and students will have the opportunity to reflect on the assignment in their blogs.
 * __ Teaching and Learning Sequence __**** : **

Agenda: 3 day lesson (80 minutes per day) Students will fill out a KWL chart as a pre-assessment. This pre-assessment will show what they already know and what they want to know about the United States government. They will revisit this chart at the end of the lesson where they will fill in the ‘L’ section of what they learned. **(10 minutes)** Students will read an MSNBC news article concerning federal v. state power in the state of Alabama. This will be my hook. After students have read the article, we will have a short 5 minute discussion. **(10 minutes)** Students will then be broken up into teams using seasonal partners. For this activity, they will be paired with their Spring partners. Spring partners will then work with the partners sitting next to them to form a group of four. Each group will be given a Supreme Court case where they will need to briefly research about what the case was about, the ruling, and how the issue was related to federal and state power in relation to the Constitution. While doing research, groups will fill out a Four-Column chart to organize their information. **(35 minutes)** After the research on Supreme Court cases, teams will come together for a brief discussion on their Supreme Court cases. This discussion will be in the form of a fishbowl exercise. An inner circle will be formed with an outer circle of seats surrounding this inner circle. The class will be seated in the outer circle, except for when a team’s turn comes to discuss their Supreme Court case. When it is a team’s turn, they will move to the inner circle and discuss their article. Those in the outer circle have the chance to move to the inner circle to ask questions or make comments. **(25 minutes)** I will use the Partner method to divide students into teams of four. Half of a team will be given federal power and the other half will be given state power. They will then research how the founding fathers viewed the issue of federal v. state power. There will be a list of resources to look into in case students get stuck. **(40 minutes)** In their four person teams, students will then make a Voicethread critiquing the founding fathers’ opinions on the powers of state and federal government. I will provide a tutorial so students can use this time to familiarize themselves with the program. **(40 minutes)**
 * Day 1: **
 * Day 2: **
 * Day 3: **

This day will act as a workshop day. **(80 minutes)**


 * Note: ** For homework, students will be asked to reflect on their Voicethreads in a blog entry. They will be asked to compare and contrast the views held by Supreme Court justices in their court case and the views of the founding fathers. I will use this blog entry as a formative assessment to see if students got the understandings out of the lesson that I wanted them to get.

This day will act as a workshop day. I will analyze all blog entries and Voicethreads and provide a class feedback session. During this session, teams view each other’s Voicethreads electronically and provide comments through the quick commenting feature. Students will also view their Winter partner’s blog entry and write a response asking clarifying questions and adding additional information about what they learned. While this is happening, I will work with groups to provide feedback and grade the Voicethread using the rubric. After this grading, students can then revise their Voicethreads. After changes have been made, Voicethreads can be placed in student’s electronic portfolios. **(55 minutes)**
 * Day 4: **

I will now revisit the KWL chart with the class and students will fill in the section about what they learned. **(10 minutes)**

For a pre-assessment for the next lesson, students will use whiteboards to respond to questions posed by me. The questions will be derived from the next two lessons which focus on the same understanding. When students write an answer, they will hold them up so I can circulate the room and check for understanding. I will keep track of the score to see what levels of understanding there are. However, I won’t say that I am keeping score as the score is only for my usage. The information I gain from this assessment will be used to alter my lesson for the next day. **(15 minutes)**

My classroom will originally be arranged in groups of four on the first day of the lesson. This will allow students to work in their groups of four for the Supreme Court case activity. After this activity however, the seats will be moved into two circles- one inside of the other for the fishbowl activity. On day 2, the class will again be arranged in groups of four for the research on the founding fathers and their view on state and federal government. On day 3, students will again be separated into groups of four as teams will be presenting their Voicethreads to other groups. I will also have a table at the side of the room so I can bring students over to offer feedback. Agenda: See above. Students will understand that there are different purposes of constitutional government at the state and federal level. Students need to be informed about government issues that affect their lives and how those issues can best be solved, by the federal government or the state government. //** Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. **// // The hook for this lesson is an MSNBC article about state judges in Alabama refusing to follow precedents set by the Supreme Court. This brings up the whole issue of state vs. federal government in a current event form. After reading the article, the class will have a short discussion. //
 * Homework: ** Finish making changes to the Voicethread and place in electronic portfolio.
 * Where, Why, What, Hook, Tailors: Verbal: ** The verbal intelligence will be used when reading the article and analyzing the information.
 * Interpersonal: ** The interpersonal intelligence will be used during the class discussion after reading the article.
 * Intrapersonal: ** The intrapersonal intelligence will be used when students are asked what their own feelings are regarding the article. They’ll be asked if they agree with or disagree with the state judges.

Students will use a KWL chart to determine what knowledge they have upon coming into the lesson. This will be the pre-assessment. Students will then be broken up into teams using their seasonal partners. Here, they will explore specific Supreme Court cases that revolved around the theme of federal v. state power. They will research what the case was about, what the ruling was, and how the issue related to state and federal government. Students will use a Four-Column to organize their information. Students will then present their findings in the form of a fishbowl exercise. During this exercise, groups will sit in the middle discussing their court case while other students on the outside will listen and have the opportunity to come into the middle circle to comment or ask questions.
 * Student will know Supreme Court, Constitution, Fourteenth Amendment **
 * Equip, Explore Rethink, Revise Tailors: ** Visual: ** ** The KWL chart provides a visual graphic organizer to record what students know coming into the lesson and what they learned upon completion of the lesson.
 * Intrapersonal:** Students will use intrapersonal intelligence when using the KWL chart as they must understand what they already knew coming in and what they learned coming out. It's all about reflection.
 * Logical:** Students will use the logical intelligence when asked to research Supreme Court cases. They must find a logical explanation for why the Supreme Court Justices rules the way they did.
 * Interpersonal: ** Students will use the interpersonal intelligence when working in groups to research their Supreme Court case. They will also use the interpersonal intelligence during the fishbowl exercise, as they will be discussing issues as a group.

Students will first use the Partner method to divide into teams of four. Half of a team will be given the topic of federal power and the other half will be given the topic of state power. They will then look into resources on how the country was formed and how the founding fathers viewed the issue of federal v. state power. They will then get back together with their team where they will share their information together. They will then make a Voicethread critiquing opinions on the powers of state and federal government. For homework that night, students will blog about the information learned from their Voicethreads as well as their Supreme Court research. They will pool their thoughts on these assignments together to create a newfound opinion. The next day in class will be a feedback session. Students will comment on their seasonal partner’s blog, groups will present their Voicethreads, students will comment on other group’s Voicethreads, and I will provide feedback for the Voicethreads using the rubric I have made. I will also revisit the KWL chart with the class and students will fill in the section about what they learned.
 * Student will be able to critique the powers of government at the state and federal levels. ** They will do this by first discussing Supreme Court cases in relation to federal v. state power. Then, they will explore opinions held by the founding fathers on state and federal government. They will be asked to critique these opinions in a Voicethread and then analyze both the information in the Voicethread and the information learned when researching Supreme Court cases.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal: ** Students will use the interpersonal intelligence when working in groups via the Partner method, when making Voicethreads, when presenting their Voicethreads, and when commenting on Voicethreads and blogs.
 * Verbal: ** Students will use the verbal intelligence when writing blogs and writing in their Voicethreads.
 * Intrapersonal: ** Students will use the intrapersonal intelligence when reflecting on the Supreme Court case and Voicethread assignments in a blog. They will also use this intelligence when using the rubric to compare their work.
 * Visual: ** Students will use the visual intelligence when making their Voicethreads that they will present to their fellow classmates.
 * Logical: ** Students will use the logical intelligence when forming research based opinions based off of the Supreme Court case and founding fathers exercise.
 * Bodily-Kinesthetic: ** Students will use the bodily-kinesthetic intelligence when discussing their court cases in the fishbowl exercise. The fishbowl exercise requires constant movement in and out of the circle.

Student Voicethreads will be evaluated based off of a rubric provided by me (See the attached rubric). They will self-assess their own work through the use of this rubric as they will see what levels their work is on it. I will provide timely feedback to students through a feedback session on day 3. After the final Voicethread has been handed in digitally, I will be able to assess the work quickly because I have the rubric that lay out what is expected of the work. After feedback has been given, students will have the opportunity to revise Voicethreads for homework. This lesson connects to the next lesson because this lesson gives students a portrayal of what American government is like. The next lesson in this unit asks students to expand their horizons on other forms of government in the world.
 * Evaluate, Tailors: Intrapersonal: ** Students will use the intrapersonal intelligence when evaluating the work they have done on their Voicethreads.
 * Interpersonal: ** Students will use the interpersonal intelligence during the feedback session. Not only will I be discussing the product with the group, but the group will also be presenting their products to other groups.


 * __ Content Notes __**


 * MSNBC Article: **


 * __ [] __**

Four Republicans running for Alabama’s Supreme Court have been vocal in saying that precedents set by the Supreme Court do not dictate rulings in state courts. Legal scholars believe this would undermine the whole purpose of having a system in law. However, favoring states rights over federal intervention is an effective strategy in the South. In the 50’s and 60’s, Southern politicians cried out against federal efforts to desegregate schools and public transportation. Some agree with states taking stances against rulings they feel are unconstitutional.


 * Supreme Court cases: **
 * Dred Scott v. Sandford (1857): ** This decision was an increase in //federal// power. Led by Chief Justice Roger Taney, the Supreme Court ruled that slaves and freed black men could never be U.S. citizens. Thus they were not protected by the U.S. Constitution. Dred Scott came before the court to sue for freedom after he moved to Missouri, a slave state, from the free states of Illinois and Wisconsin. The framers of the Constitution, [Taney] wrote, believed that blacks had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit. He was bought and sold and treated as an ordinary article of merchandise and traffic, whenever profit could be made by it. [1] They were not people, they were objects. This ruling also turned down the Missouri Compromise of 1820, thus allowing slavery throughout the country.
 * United States **** v. Harris (1883): ** This ruling favored //state// power as it ruled that it was unconstitutional for the federal government to interfere with issues of assault and murder. These would be saved for the local and state governments, in spite of racial motivation from organizations such as the Ku Klux Klan.
 * Plessy v. Ferguson (1896): ** This ruling reflects //state// power as the Supreme Court upheld the constitutionality of state laws such as Louisiana’s Jim Crow Laws that required racial segregation in businesses. The arrest of Homer Plessy was planned to challenge The Louisiana Separate Car Act, legislation that mandated separate but equal seating for whites and blacks on railroad cars. The Supreme Court ruled that the state law was constitutional because white people could not sit on the black train, and blacks on the white train. So to them, both groups were being treated equally under the law. This ruling served as justification for separate but equal accommodations for more than fifty years.
 * Brown v. Board of Education (1954): ** This ruling was one of the most historic examples of //federal// power as it simultaneously declared that state laws segregating schools was unconstitutional and overturned Plessy v. Ferguson. Chief Justice Warren wrote “…the policy of separating the races is usually interpreted as denoting the inferiority of the negro group. A sense of inferiority affects the motivation of a child to learn.” [2] The court declared that segregation in schooling deprived children of the minority group of equal educational opportunities and equal protection under the law as per the Fourteenth Amendment.

Before the present day Constitution was written in 1787, the written constitution was called the Articles of Confederation. The Articles were adopted by the Continental Congress in 1781 during the Revolution. The Articles of Confederation gave few powers to the federal government. Most power was given to the states. Thus, Americans were more loyal to their state than to their country. The limited power given to the federal government proved to be ineffective. Other nations refused to make trade agreements with the United States because Congress, under the Articles, lacked the power to enforce such agreements. [4] Due to borrowing money during the Revolution, the United States owed a large amount of money to other countries. Because of the limited federal powers, Congress could not tax citizens. States were asked to help with the debt. But the states refused to give much- barely a sixth of what Congress requested. [5] This resulted in a debt that grew by the day. States also argued over land borders and navigation rights on rivers. They also taxed each other’s products and set up their own systems concerning foreign imports. States were competing with each other instead of cooperating with each other. Many Americans liked this form of weak national government as they had just fought a revolution with the British to rid of a strong national government. Merchants and property owners on the other hand wanted a stronger national government for trade and financial reasons. Shay’s Rebellion further showed Americans in power that a strong central government was needed. Many farmers in Massachusetts suffered from high debt and had trouble making their mortgage payments to banks. Local sheriffs seized farms and some farmers who couldn't pay their debts were put in prison. These farmers were organized by Daniel Shays, a former captain in the Continental Army, and revolted. Rebels closed courts by force in the fall of 1786 and liberated imprisoned debtors from jail. A state militia ended the disturbance in February of 1987, but it created a lasting impression. George Washington feared the spread of “mob rule” and support for a stronger national government increased. [6] The Constitutional Convention in 1787 changed the American form of government into the system we still use today. Although the delegates at the convention aimed to create a strong central government, they also wanted to give the states adequate authority. The solution was federalism. Under a federal system, power is shared by a national government and regional governments, such as states or provinces. [7] The powers delegated by the proposed Constitution to the federal government are few and defined. Those which are to remain in the State governments are numerous and indefinite. The former will be exercised principally on external objects, as war, peace, negotiation, and foreign commerce; with which last the power of taxation will, for the most part, be connected. The powers reserved to the several States will extend to all the objects which, in the ordinary course of affairs, concern the lives, liberties, and properties of the people, and the internal order, improvement, and prosperity of the State. [8] I believe its tendency will be that the state governments will counteract the general interest and ultimately prevail. [9] “Hamilton feared anarchy and thought in terms of order…” [11] “…his extreme nationalism put him at odds with most of the delegates… Hamilton's policies soon brought him into conflict with Jefferson and Madison.” [12] Jefferson questioned the constitutionality of the national bank proposed by Alexander Hamilton. “He recognized the value of a strong central government in foreign relations, but he did not want it strong in other respects… Jefferson feared tyranny and thought in terms of freedom.” [13] “Dissatisfied with national progress under the Articles of Confederation, Washington advocated a stronger central government. …usually leaning upon Hamilton for advice, Washington supported his plan for the assumption of state debts, concurred in the constitutionality of the bill establishing the Bank of the United States, and favored enactment of tariffs by Congress to provide federal revenue and protect domestic manufacturers.” [14] []
 * Gonzales v. Raich (2005): ** This ruling is a reflection of //federal// power. The Supreme Court ruled that the U.S. Congress may criminalize the production and use of home-grown cannabis even when states have approved it for medicinal purposes. Two women, Raich and Monson, brought this trial to the Supreme Court after the federal Drug Enforcement Administration seized and destroyed their cannabis plants in spite of California’s Compassionate Use Act allowing their use due to medicinal purposes. Justice Scalia wrote “…Congress may regulate noneconomic intrastate activities only where the failure to do so “could … undercut” its regulation of interstate commerce. ... This is not a power that threatens to obliterate the line between “what is truly national and what is truly local.” [3]
 * Themes of the cases: ** All of these cases involved discrepancies over which form of government, state or federal government, had the power to enforce laws concerning certain areas. Some of the Supreme Court cases rules in favor of the state, some in favor of the federal government. Many connect with each other, as precedents are either followed or not followed depending on the case brought before the court. Whether a court favors states rights or federal rights often depends on how conservative the court is. Conservative courts tend to favor states rights while more liberal courts tend to favor federal rights.
 * Founding fathers’ assignment: **
 * Articles of Confederation:**
 * Shay’s Rebellion:**
 * Creation of the Constitution:**
 * James Madison:** Advocated stronger state government
 * Alexander Hamilton:** Advocated stronger national government
 * Creation of a national bank:** Since funding and assumption would involve the government in many financial dealings, Hamilton proposed organizing a national bank. He proposed a plan of assumption where the federal government would take over the debt of the states. These debts amounted to some $22 million. [10] (146) Northern states owed more debt than Southern states so Southerners naturally objected to the unfairness of paying off the Northern debts. This bank would provide a safe place for federal funds, create a dependable currency, and make borrowing easier. Jefferson and other founding fathers thought the creation of a national bank was unconstitutional because the Constitution did not grant Congress the power to create banks. Hamilton countered by saying Congress was given the right to coin money, collect taxes, and borrow money. Furthermore, the elastic clause of the Constitution allowed Congress to do what was “necessary and proper” to function efficiently. In this instance, the bank was “necessary” to handle the country’s debt.
 * Thomas Jefferson:** Advocated a national government of limited powers
 * George Washington:** Advocated for a strengthened authority of the national government


 * __ Handouts __**

Pre-Assessment KWL Chart Voicethread Rubric Four-Column Chart MSNBC News Article

[1] “Dred Scott Case: The Supreme Court Decision,” PBS, @http://www.pbs.org/wgbh/aia/part4/4h2933.html (accessed April 30, 2011). [2] “Brown V. Board of Education Issue: Racial Segregation in Public Schools,” PBS, @http://www.pbs.org/jefferson/enlight/brown.htm (accessed May 1, 2011). [3] “Gonzales, Attorney General, Et Al. V. Raich Et Al.,” FindLaw, @http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=000&invol=03-1454 (accessed May 1, 2011). [4] Paula A. Franklin Paul M. Roberts, //Comprehensive United States History//, 4th ed. (New York: Amsco, 2004), page 130 [5] Ibid. [6] Ibid. page 132 [7] Ibid., page 137 [8] James Madison, “The Alleged Danger From the Powers of the Union to the State Governments Considered,” //The Independent Journal// no. 45: @http://www.foundingfathers.info/federalistpapers/fed45.htm (accessed April 19, 2011). [9] Hans Vought Ph.D., “Patrick Henry and James Madison Debate States’ Rights under the Constitution at the Virginia Ratifying Convention,” SUNY- Ulster County Community College, @http://people.sunyulster.edu/VoughtH/henry_and_madison.htm (accessed April 19, 2011). [10] Franklin Roberts, //Comprehensive United States History//, page 146 [11] “Hamilton Vs. Jefferson,” United States History, @http://countrystudies.us/united-states/history-41.htm (accessed April 19, 2011). [12] “The Founding Fathers: New York,” America's Founding Fathers: Delegates to the Constitutional Convention, @http://www.archives.gov/exhibits/charters/constitution_founding_fathers_new_york.html (accessed April 19, 2011). [13] “Hamilton Vs. Jefferson,” United States History, @http://countrystudies.us/united-states/history-41.htm (accessed April 19, 2011). [14] “The Founding Fathers: Virginia,” America's Founding Fathers: Delegates to the Constitutional Convention, @http://www.archives.gov/exhibits/charters/constitution_founding_fathers_virginia.html (accessed April 19, 2011).