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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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Linda Brown

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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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May 15, 1954

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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