I recommend that prior to beginning this unit, students be given the opportunity to view the video The Ernest Green Story. This video (produced by Disney Studios) gives students a feel for the "tone" of the country in the late 1950's, and gives insights and background information in a very well done video. In this unit, learners use the Internet sites www.civnet.org and www.AUAA.org and the PBS video Eyes on the Prize, Episode Two, to research the history of Affirmative Action in the United States. Learners read Supreme Court briefs, opinions, and dissenting opinions on Plessy v. Ferguson 1869, Brown v. Board of Education 1954 and 1955 and United Steelworkers v. Weber 1979. The unit also explores the desegregation of Little Rock Central High School in 1957, and then examines where Affirmative Action proposals and government policies stand today. In the course of this unit, learners develop answers to the questions "Can government policies promote diversity and equality in society?" and "Do we need Affirmative Action programs in the twenty first century?" The class decides how a variety of other Core Democratic Values relate to the issues involved, and how the CDVs are interpreted differently by opposing sides of the issues. These cases and issues are covered in preparation for a mock "Supreme Court" Affirmative Action trial. The "Court" will be presented the facts of the case, hear oral arguments, and "decide" the case. The class will then compare its own decision (and dissentions) with those of the actual case.

Upon completion of this unit, students will write an editorial for the school or local newspaper, stating their opinion, facts to back up their opinion, and an understanding of the opposing argument, backing up their facts and opinion with Core Democratic Values. They will also include outside opinions given to them by their parents in this written work.

The Learners will:

• use the Internet to study Supreme Court briefs, decisions, and dissents involving Affirmative Action, and the remedies ordered by the Court in these cases. Learners will fill in sheets (see Attachment One: Lesson One: Order in the Court ), putting these documents into easily understood language.
• explore the "human side" of Affirmative Action by watching documentary footage of the Little Rock Central High School desegregation case, and answer questions from that video (Attachment One: Lesson Two: Little Rock, 1957 ).
• describe how Core Democratic Values are perceived by citizens on either side of Affirmative Action issues.
• conduct a "mock Supreme Court Trial" based on fictional case studies the teacher presents throughout the unit.
• using MEAP writing standards, write a column for the local or school newspaper "Opinions" page, stating how they feel about affirmative Action and backing their opinions with evidence and CDVs.

Students answer daily questions on attached reading guides, participate in daily class discussions, and prepare for and participate in mock Supreme Court trials. The class turns in a comprehensive written assignment at the conclusion of the unit.

This unit is intended for use in studying the American Civil Rights Movement. It is helpful if the class has done prior reading from any American History text, in which the landmark cases are discussed. This unit may also be adapted for a High School Law or Government class. When studying the Steelworkers case (Lesson Three: Changing the Workplace), students encounter some difficult language and concepts. I like to go through the case material and questions together as a group, to better ensure student understanding.