Remind students that this is just an exercise in disciplined thinking and they may be assigned a side with which they personally disagree. You might divide the class in half and assign one-half to compose the argument that each attorney would present to the Supreme Court. Solicitor General (the attorney tasked with presenting the government’s argument in Supreme Court cases), what are the main points you would make for the Court’s consideration? Point to specific pieces of evidence from the documents to support your answer. If you were Fred Korematsu’s attorney presenting oral argument before the Supreme Court, what are the main points you would make for the Court’s consideration? Point to specific pieces of evidence from the documents to support your answer. Continue to explore both sides of the case, either as a whole class, or alternatively, by dividing the class into groups.Have students work individually, with a partner, or in small groups to read each source in sequence, answer the accompanying questions, and show how the document could be used to help one side or the other in the case. They should annotate information in the documents to show main ideas that will help each side in the controversy. For student reference throughout the lesson, write the question that the class constructs on the board.ĭistribute Handout A: Student Document Packet Part 1, instructing students to work through Documents 1–5.(For teacher reference only: In this case, it might be something like this: “By depriving Fred Korematsu of his liberty and his property, did the exclusion order in Executive Order 9066 violate Korematsu’s Fifth Amendment right to due process?”) Tip: Construct this question as a yes/no question referring specifically to the relevant law in the case and to one or more provisions of the U.S. As a class, identify the constitutional question that the Supreme Court must answer in this case.In this activity, students will analyze and evaluate the Supreme Court’s decision in the landmark case, Korematsu v. Many sold homes and businesses for only a few dollars or simply abandoned their property. citizens, lost both liberty and property under these circumstances. Lead students in a brief discussion or quick-write responding to the following prompt: “If, as a result of a government order, your family had 48 hours to dispose of your home, car, and all other property before being required to move into distant temporary housing for an undetermined time, which of your inalienable rights might be in jeopardy?” Discuss: In 1942, Japanese Americans living along the West Coast, two-thirds of whom were U.S.
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