Post on 25-Feb-2016
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Thurgood MarshallCivil Rights
Hero
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Marshall’s Beginnings
Thurgood was born in Baltimore, Maryland on July 2, 1908
He was named after his grandfather, a freed slave who served in the Union Army
Originally named Thoroughgood, he tired of writing such a long name so he shortened it to Thurgood
His mother was a elementary teacher and Thurgood was required to go to school with her because he was often in trouble
In high school, he was rambunctious and as a punishment was required to read and recite the Constitution
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Marshall’s Beginning His father fostered his love of the law by taking
him to watch the outcomes of local trials Marshall’s brother, Aubrey, became a noted
chest surgeon. Marshall’s mother wanted him to be a dentist
Entered all African-American Lincoln University in 1926. Here, he changed from dentistry to his first love – the law
Met and married Vivian “Buster” Burey in 1929
Graduated from Lincoln with honors in 1930
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Law School and Beyond Applied to the University of Maryland Law School
in 1930, but was rejected due to “All White” admission policy
In 1930 he matriculated to Howard University Law School in Washington D.C.
His mother sold her engagement and wedding rings to pay for his tuition
Graduated from Howard magna cum laude and first in his class in 1933
As a private practice attorney he won Murray v. Pearson in 1936 that changed the University of Maryland’s “All White” admission policy
In 1936, he accepted an offer to become a civil rights lawyer for the NAACP due to this victory
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Victories Before the Supreme Court Marshall won 27 out of the 33 cases he argued
before the Court Chambers v. Florida (1940) Marshall persuaded the
Court to overturn a conviction based on a coerced confession of an African-American man
Smith v. Allwright (1944) Court struck down a Texas practice which forbade African-Americans from participating in primary elections
Morgan v. Virginia (1946) Court struck down segregation on buses traveling interstate routes
Shelley v. Kraemer (1948) Court struck down lower court ruling which placed restricted covenants upon African-Americans buying land
Sipuel v. Oklahoma (1948) and Sweat v. Painter (1950) Court required the universities of Oklahoma and Texas to integrate their law schools
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Brown v. the Board of Education of Topeka Kansas - 1953
Catalyst for the court case: Third grader Linda Brown was forced to walk a mile to a rundown all Black school
Marshall believed that education was of great importance for the future of our country
In the Brown, case he also defended the rights of school children in Kansas, Delaware, Virginia, and Washington, D.C.
The Court took five months to make a decision. However, on May 17, 1954 with a majority vote, Chief Justice Earl Warren and the court struck down Plessy v. Ferguson and supported Marshalls’s conviction that “ Schools may be separate, but they are not Equal!”
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www.youtube.com/watch?v=uvgvRChtkbA&feature=PlayList&p=92DE6886409987A8&index=63
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Future of Marshall Thurgood lost Vivian to cancer in 1954. He
remarried Cecilia Suyat. Together they had two sons, Thurgood Jr., and John
In 1961, President Kennedy appointed him to the U.S Circuit Court of Appeals, the only second African- American to hold this position
In 1965, he became the first African-American appointed as U.S. Solicitor General
In 1967, President Johnson appointed Thurgood Marshall to the Supreme Court. He was the first African-American awarded this prestigious distinction!
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The Loss of a Maverick 1991 - Justice Marshall made the
decision to retire from the Supreme Court. He said, "I am getting old.”
1992- The American Bar Association established the Thurgood Marshall Award
1993 – He died of heart failure at the age of 84
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The Thurgood Marshall Bowl
Your team will use your knowledge of Thurgood Marshall’s early years, college years, famous court
cases, famous documents. and Brown v. the Board of Education to come up with a unanimous group answer to the questions. Respect everyone's input!
We will rotate until one group answers correctly. We will also rotate which group will be the first to
try and answer the next question even if they answered the previous question incorrectly.
Each answer is worth one point, plus one bonus answer.
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When and where was Thurgood Marshall
born?
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Born in Baltimore,
Maryland on July 2, 1908
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Why did he not want to write his original
name of Thoroughgood?
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He changed his original name from Thoroughgood to Thurgood because the former took too
long to write
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ttItHtRGOOD RE
Why did Thurgood have
to go to Elementary
school with his mother?
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Thurgood was required to attend school where his mother taught because of his
behavior
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Why did Marshall have to repeatedly
read and recite the United
States’ Constitution?
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He was punished for his rambunctious behavior in high
school by having to read and recite this famous document.
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What did his father do to foster
Marshalls’s love of the law when Thurgood was
young?
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Marshall’s love of the law was fostered at an early age by his
father who took him to see court cases
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What did Marshall’s mother want him to
become?
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His mother wanted him to
be a dentist
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Where did Thurgood Marshall
attend college?BONUS POINT:
Where is this university located?
Lincoln University
Bonus: Lincoln,
Pennsylvania25
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What did Marshall change his major to while attending Lincoln University?
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Marshall changed his major to law while attending
Lincoln University
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Who was Vivian “Buster” Burey?
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He fell in love and married
Vivian in 1929 while
attending Lincoln
University
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What did Marshall
accomplish in 1930 with this
distinction?
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Graduated Lincoln University in 1930
with honors
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Where did Marshall have to deal with a
“Whites Only” regulation?
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At the University of Maryland. This discriminatory
policy kept Marshall from being accepted into their
law school
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What case did Marshall claim victory against the University
of Maryland’s “All White” admission
policy?
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Murray v. Pearson
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How many cases did Thurgood Marshall win
before the Supreme Court?
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Marshall won 27 of the 33
cases he argued before the Supreme
Court
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What did Marshall’s argument in Chambers
v. Florida (1940) persuaded
the Supreme Court to do in 1940?
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Chambers v. Florida (1940) persuaded the
Court to overturn a conviction based
on a coerced confession of an
African-American man
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What case championed
African- American
political rights in this country?
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Smith v. Allwright (1944)
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What other three Supreme Court
cases did Marshall defend
the rights of African-
Americans?(Name at least
two)
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Morgan v. Virginia (1946)
Shelley v. Kraemer (1948)
Sipuel v. Oklahoma (1948)
and Sweat v. Painter (1950)
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What was the name of the little girl who sparked interest in
integration of schools?
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What did Thurgood Marshall
believe about equal education?
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Marshall believed that equal education
was of great importance to our
country
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What other states and district were
defended in Brown v. the
Board of Education of
Topeka Kansas? (Name at least
two)
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The states of Delaware, Kansas,
Virginia and the District of
Columbia
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What date did educational integration
become the law of our country?
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What case did the Supreme Court strike
down?
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Plessy v. Ferguson
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What I Know About Thurgood Marshall
Who was Thurgood Marshall? What made him special? What did Thurgood Marshall believe
were the rights of all people? What do equality and discrimination
mean? What are citizens? What is the United States Constitution
and what does it say?
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VOCABULARY MATRIXCivil RightsEqualityLibertyCompassionThe United States Supreme CourtCitizenshipHuman RightsDiscriminationCitizensThe United States ConstitutionFreedomDemocracy
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ReferencesAdler, D. A. (1997). A picture book
of Thurgood Marshall. New York: Holiday House.
Goldman, R. & Gallen, D. (1993). Thurgood Marshall: Justice for all. New York: Carroll & Graf.
Herda, D. J. (1995). Thurgood Marshall civil rights champion. Springfield, N. J.: Enslow Publishers, INC.
Kluger, R. (1977). Simple justice: The history of Brown v. Board of Education and black america’s struggle for equality. New York: Random House.
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Lesson PlanLesson Prerequisites : 1. An understanding of the United States Constitution 2. The function of the Supreme Court 3. The meanings of equal rights, discrimination, and equality
4. The purpose and function of the justice system 5. Foundational knowledge of Thurgood Marshall
Materials and resources: Expository texts relating to famous Americans who championed the rights and freedoms of United States citizens. Computer and white board. Chart paper.Lesson strategies:
Pre-lesson Learning StrategiesStudents will read several expository texts which focus on famous Americans who have expanded the rights of people living in the United States.Students will discuss the impact these individuals had upon democracy, the rights’ of individuals and specific demographic groups during whole group discussion.Students will discuss the hurdles and obstacles these individuals overcame to achieve their goals during whole group.Educator will chart students’ ideas and opinions.Educator will review the meaning and purpose of the United States Constitution.Educator will use whole group discussion to assess pupils’ knowledge of the meanings ofEqualityLibertyCivil RightsCompassionThe United States Supreme CourtCitizenshipHuman RightsDiscriminationCitizensThe United States ConstitutionFreedomDemocracy
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Lesson strategies: Lesson Strategies
Educator will introduce lesson and its purpose.Educator will explain tasks student/s will be required to achieve as the interviewee in the interview element. Students will be made aware that this is a partial assessment of the Social Study’s GPS SS3H2 .Educator will individually conference with each pupil to explain rubric and elements which he/she should meet.Standards: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
Project Implementation:Educator will administer a free writing pre-assessment to gauge pupils’ understanding and knowledge Of Marshall and important terminologyEducator will read introductory expository text on the subject matter.Educator will explain the purpose and rules of the Marshall BowlEducator will group students according to learning strengths and styles. Pupils who are academically challenged will also be group members.Educator will explain methodology of the interview and that they will be assessed according to a teacher developed rubric.To promote that the five “W” questions which will be asked in a manner in which the child acting as Marshall can achieve the goals of the rubric, a whole group brain- storming session will be held. Pupils will formulate questions that will garner expected information and vocabulary from the interviewee. These ideas will be charted for each question and displayed as a reference resource.
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Comments from peers-Feedback from peers- I presented my ideas and components of the lesson orally.Comments from peers: 1. I think it's a great idea to make a collaborative game for your studentsto participate in. I really think it would help students feel likethey're taking control of their learning by allowing them to earn pointsfor the right answers. 2. You have a great idea. Anything that the students can do as a game is very engaging. I like the idea of the rubric for evaluation for theolder grades.
3. Your project sounds great. I look forward to seeing it. I think using a writing piece to evaluate Thurgood Marshall would be good. Maybe you could include a visual piece as well like having them create a drawing or puppet to go with their writing piece.
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I would definitely implement a artistic element to the interview. This would further the students’ comprehension and allow visual learners to achieve.I would also involve the students in the development of the Marshall Bowl to promote students’ personal relationship to the lesson.Evaluation: Students will be evaluated according to their responses as Thurgood Marshall as specified in the rubric. Comprehensive plan or plan and evidence of how you would evaluate this project after using it with your students. Students will use information garnered from Power Point presentation, the Marshall Bowl, and Vocabulary Matrix to successfully answer interview questions. (See Next Slide for Rubric).Lesson Objectives: Students will learn about the life of Thurgood Marshall and his impact on the rights and freedoms of United States Citizens
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CATEGORY 4 3 2 1 Identifies important information
Student lists all the main points when responding to each question.
Student lists three main points when responding to each question.
Student lists two main points when responding to each question.
Student lists one or no main points when responding to each question.
Identifies details Student recalls several details for each main point
Student recalls some details for each main point.
Student recalls few details for each main point.
Student cannot recall details with accuracy.
Identifies facts Student accurately relates at least 5 facts and gives a clear explanation of why these are facts, rather than opinions.
Student accurately relates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions.
Student accurately relates 4 facts in the article. Explanation is weak.
Student has difficulty relating facts.
Vocabulary Student uses ten or more vocabulary words in the vocabulary matrix when responding to questions.
Student uses seven to nine vocabulary words in the vocabulary matrix when responding to questions.
Student uses three to eight vocabulary words in the vocabulary matrix when responding to questions.
Student uses three or no vocabulary words in the vocabulary matrix when responding to questions.
Points /16