Introduction

A COMPARATIVE STUDY OF THE INTERPRETATION OF THE "equal protection clause" OF THE UNITED STATES CONSTITUTION in the CASES OF ROSA PARKS AND HOMER PLESSY

Veronica Armstrong

Introduction

Rosa Parks and Homer Plessy experienced similar circumstances when they were asked to give up their seats on public transportation. Their incidents became national affairs which eventually were settled through the court system. One settlement, Plessy v Ferguson became a landmark case in 1896. The Supreme Court decision legalized the "separate but equal" doctrine. The Supreme Court decision outlawing segregation in intra-city buses outlawed segregation forever on public transportation.

Task

1. Students will be able to tell about the life of Homer Plessy.

2. Students will tell about the life of Rosa Parks.

3. Students will be able to discuss the attitudes of most Americans towards race in 1890.

4. Students will be able to discuss the attitudes of most Americans toward race in the 1960’s.

5. Students will be able to explain the reasoning of the Supreme Court in the case of Plessy v Ferguson.

6. Students will be able to explain the reasoning of the Supreme Court in the case of Brown v The Board of Education of Topeka.

The Process

Students will work in groups of five . Each group will have a specific task.

One group will analyze cases.

http://www.maxwell.syr.edu/plegal

http://www.maxwell.syr.edu/plegal/scales/instruct1.html

http://www.maxwell.syr.edu/plegal/scales1.home.html

http://www.maxwell.syr.edu/plegal/scales/Plessy.html

http://www.maxwell.syr.edu/plegal/scales/epr.html

http://www.maxwell.syr.edu/plegal/Plessy.facts.html

http://www.maxwell.syr.edu/plegal/Plessyiss.html

http://www.maxwell.syr.edu/plegal/Plessyrea.html

http://www.maxwell.syr.edu/plegal/scales/instruct2.html

http://www.maxwell.syr.edu/plegal/scales/instruct3.html

http://www.maxwell.syr.edu/plegal/Plessyargu.html

http://www.maxwell.syr.edu/plegal/Plessyprec.html

One group of students will research the life of Homer Plessy on the internet.

One group of students will research the life of Rosa Parks on the internet.

One group will gather pictures to support the other groups’ findings.

You will use the internet links to gather your information.

Conclusion

You learned by means of internet research and also from your textbook assignments that Afro-Americans have struggled, boycotted and been jailed in their quest for equality and justice through the years. You have also learned that segregation and racism have been divisive forces in America.

Your research on the internet has assured you that it is now punishable by law to continue the practice of racism and the doctrine of segregation in America. The ratification of the 14th Amendment guaranteed all Americans equality under the law.

New York State Testing Program

Grade 8 English Language Arts Program

Listening/Writing (Numbers 26, 27, 28, 29)

Reading/Writing (Numbers 30, 31, 32, 33)

Quality	6 Responses at this level	5 Responses at this level	4 Responses at this level	3 Responses at this level	2 Responses at this level	1 Responses at this level
Meaning: The extent to which the response exhibits understanding and interpretation of the task and text(s)	Taken as a whole: Fulfill the requirements of the tasks address the theme or key elements of the text show an insightful interpretation of the text make connections beyond the text	Taken as a whole: demonstrate most of the characteristics of a response at the 6-point level but thy may show slightly less understanding, provide less elaboration or lack the consistent quality of responses at the 6-point level	Taken as a whole: Fulfill some of the requirements of the tasks address some key elements of the text show a predominantly literal interpretation of the text make some connections beyond the text	Taken as a whole: are similar to there responses at the 4-point level, but they may be weakly organized or sketchy, wit ideas that are not supported by examples from the text. There may be a few minor inaccuracies, and the responses provide fewer details. The responses indicate the student has read or listened to the entire text but experiences gaps in understanding the whole.	Taken as a whole: fulfil some of the requirements of the tasks address basic elements of the text show little evidence that the student understood more than parts of the text make few connections	Taken as a whole: are more difficult to read and understand than responses at the 2-point level. The responses show evidence of comprehension of only parts of the text, and may be repetitive, focusing on minor details.
Development: The extent to which ideas are elaborated, using specific and relevant evidence from the text(s)	Taken as a whole: develop ideas fully with thorough elaboration make effective use of relevant and accurate examples from the text		Taken as a whole: may be brief, with little elaboration, but are sufficiently developed to answer the questions provide some examples and details from the text may contain minor inaccuracies		Taken as a whole: may provide some text-based examples and details may contain some irrelevant or inaccurate details along with correct information
Organization: The extent to which the response exhibits direction, shape and coherence	The extended response exhibits direction, shape, and coherence		The extended response is generally focused, though may contain some irrelevant details shows a clear attempt at organization		The extended response may show an attempt to establish a focus shows little attempt at organization
Language Use: The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure and sentence variety	The extended response is fluent and easy to read with vivid language and a sense of engagement or voice is stylistically sophisticated, using varied sentence structure and challenging vocabulary.		The extended response is readable with some sense of engagement or voice primarily uses simple sentences and basic vocabulary		The extended response is readable with little sense of engagement or voice uses minimal vocabulary may indicate fragmented thoughts

SCORE POINT 0 = The responses are completely incorrect, irrelevant, or incoherent.

Presentation Rubric Evaluating Student Presentations

	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around..	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease, with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics.	Student occasionally uses graphics that rarely support text and presentation.	Student’s graphics relate to text and presentation.	Student’s graphics explain and reinforce screen text and presentation.
Mechanics	Students presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings and/or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for student in the back of class to hear.	Students voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct precise pronunciation of terms so that all audience can hear presentation.
				Total Points

Developed by Information Technology Evaluation Services, NC Department of Public Instruction