Title: Plessy v. Ferguson Case Brief Summary Source: Lawnix.com Date: Doc A. Plessy v. Ferguson 163 U.S. 537 (1896) EXCERPT: Facts

Similar documents
Background Summary and Questions

Plessy v. Ferguson. Mr. Justice HARLAN dissenting.

Reconstruction Essay: Document-Based Question

Was Reconstruction a failure for former slaves? Defend your response with three reasons.

How did Radical Republicans use the freedmen to punish the South? What policies were implemented to keep African Americans from voting?

Dred Scott v. Sandford

The Most Influential US Court Cases: Civil Rights Cases

Introductory Terms/Concepts, Text of the EPC, Early Cases: Yick Wo v. Hopkins (1886) Plessy v. Ferguson (1896)

The Progressive Movement

Plessy v. Ferguson 163 U.S Plessy v. Ferguson (No. 210) Argued: April 18, 1896 Decided: May 18, 1896

d. urges businesses not to comply with federal safety standards. *e. refuses to buy goods from a particular company.

Equality And The Constitution

Emancipation Proclamation

PLESSY V. FERGUSON. United States Supreme Court. Syllabus

We the People Unit 5: Lesson 23. How does the Constitution protect freedom of expression?

5. SUPREME COURT HAS BOTH ORIGINAL AND APPELLATE JURISDICTION

Reconstruction Unit Vocabulary

Reconstruction

Chapter 11 and 12 - The Federal Court System

Government Chapter 5 Study Guide

Justices Henry Brown and John Marshal Harlan Plessy v. Ferguson (1896)

Brown v. Board of Education: Its Continuing Significance

High Court Bans School Segregation; 9-to-0 Decision Grants Time to Comply

Court as a 'governing' body

3. Two views of the Three-Fifths Clause have been:

The Gilded Age and The Supreme Court. Eric J. Williams, PhD. Dept. Chair of Criminology & Criminal Justice Studies Sonoma State University

The Judicial Branch. Three Levels of Courts in the U.S.

Case Year Question Decision Impact

REPORTING CATEGORY 2: ROLES, RIGHTS & RESPONSIBILITIES OF CITIZENS

Civil Liberties and Civil Rights

RELEASED. Civics and Economics Released Form QID: 1 9/16/2013

Name: Date: Gallery Walk: Landmark Court Cases. Case #1. Brief Summary (2-3 sentences) Amendment in Question? Predict the. Supreme Court Ruling:

HPISD CURRICULUM (SOCIAL STUDIES, GOVERNMENT) EST. NUMBER OF DAYS:10 DAYS

2.2 The executive power carries out laws

Marbury v. Madison (1803)

Chapter 11: Civil Rights

Chapter 21: Civil Rights: Equal Justice Under Law Opener

Reconstruction

Law Related Education

Reconstruction

TINKER v DES MOINES (1969)

Open Housing Civil Rights Act Civil Rights Act - Thirteenth Amendment

How does it relate to the information we learned from Chapters 6 and 7?

"[T]his Court should not legislate for Congress." Justice REHNQUIST. Bob Jones University v. United States

What is Incorporation?

Chapter 6: Civil Rights. Reading Comprehension Quiz. Multiple Choice Questions

Marbury vs. Madison 1803

Post 1865: Effects of the War

One Supreme Court: Supremacy, Inferiority, And The Judicial Department Of The United States By James E Pfander READ ONLINE

Civil Liberties and Civil Rights. Government

Case 2:16-cv Document 1 Filed 06/21/16 Page 1 of 31 IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF LOUISIANA

Date. Supreme Court Case Study 1. The Supreme Court's Power of Judicial Review. Mal'bUl'Y v. Madison, 1803

Unit 4 Assessment Amending the Constitution

Aurora Public Schools High School US History Teacher-Developed Acuity Pre-test SB-191 Student Growth Printable Version TEST DOCUMENTS ONLY

Magruder s American Government C H A P T E R 21 Civil Rights: Equal Justice Under Law S E C T I O N 1

Facts About the Civil Rights Movement. In America

Slavery after the war

Road Trip Teacher Guide

What exactly does it say? What is the law designed to do? What is the purpose (or intent) of the law?

Name: Pd: Regarding Unit 6 material, from College Board:

Constitutional Law - The Fourteenth Amendment and Segregated Education

THE JUDICIAL BRANCH. Article III. The Role of the Federal Court

Fourth Exam American Government PSCI Fall, 2001

Reconstruction ( ) US History & Government

Government Guided Notes Unit Five Day #3 The Judicial Branch Supreme Court Processes & Justices. Latin Terms to Know. writ of certiorari Affidavit

Background Information

TRANSCRIPT Protecting Our Judiciary: What Judges Do and Why it Matters

SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era

The Reconstruction Era

CONTENTS Chapter 1: Constitutional Background 21

This matter came before the Court upon Plaintiff s Motion for Default Judgment against

REDEMPTION, FAITH AND THE POST-CIVIL WAR AMENDMENT PARADOX: THE TALK

Reconstruction & Voting of African American Men. Jennifer Reid-Lamb Pioneer Middle School Plymouth-Canton Schools. Summer 2012

PLEASE READ! Before You Even Think About Doing an Expungement

To request an editable PPT version of this presentation, send a request to 1

Background Into Meeting At Seneca Falls in 1848

HOLT. U.S. Supreme Court Cases

Equal Rights Under the Law

IN THE UNITED STATES DISTRICT COURT MIDDLE DISTRICT OF LOUISIANA ERNEST TAYLOR CIVIL ACTION THE CITY OF BATON ROUGE, ET AL. NO.

The Judicial Branch. Unit 5 AP Government

Reconstruction Timeline

The Modern Civil Rights Movement Suggested Grades: Grades 8 and 11 Lesson by: Meagan McCormick

Primary Sources Lesson Plan Template

LESSON 12 CIVIL RIGHTS ( , )

SS.7.C.3.3 and SS.7.C.3.8 Judicial Branch: Article III

5.3.2 Reconstruction. By: Caleb and Harli

US Government Module 4 Study Guide

Government: Unit 2 Guided Notes- U.S. Constitution, Federal System, Civil Rights & Civil Liberties

Lesson 2.15 Unit 2 Review Session

Reconstruction Timeline

Radicals in Control. Guide to Reading

AP US GOVERNMENT & POLITICS UNIT 6 REVIEW

The Transformation of Immigration after 1865

Constitutional Rights All Americans have basic rights. The belief in human rights or fundamental freedoms, lies at the heart of the US political syste

Index. G Gaertner, S.L., 3

Chief characteristics of Jim Crow

Terms to Know. In the first column, answer the questions based on what you know before you study. After this lesson, complete the last column.

2016 WL (U.S.) (Appellate Petition, Motion and Filing) Supreme Court of the United States.

How did each of the below amendments attempt to increase political equality? What did each one prohibit or demand? Equality Equality of opportunity

AP US Government: Federalism Test Study Guide

Transcription:

Title: Case Brief Summary Source: Lawnix.com Date: 2015 Doc A EXCERPT: Facts Plessy (P) attempted to sit in an all-white railroad car. After refusing to sit in the black railway carriage car, Plessy was arrested for violating an 1890 Louisiana statute that provided for segregated separate but equal railroad accommodations. Those using facilities not designated for their race were criminally liable under the statute. At trial with Justice John H. Ferguson (D) presiding, Plessy was found guilty on the grounds that the law was a reasonable exercise of the state s police powers based upon custom, usage, and tradition in the state. Plessy filed a petition for writs of prohibition and certiorari in the Supreme Court of Louisiana against Ferguson, asserting that segregation stigmatized blacks and stamped them with a badge of inferiority in violation of the Thirteenth and Fourteenth amendments. The court found for Ferguson and the Supreme Court granted cert. Issue Can the states constitutionally enact legislation requiring persons of different races to use separate but equal segregated facilities? Holding and Rule (Brown) Yes. The states can constitutionally enact legislation requiring persons of different races to use separate but equal segregated facilities. Disposition Judgment for Ferguson (Plessy loses).

Title: 1904 caricature of "White" and "Jim Crow" rail cars Source: By John T. McCutcheon Date: 1904 by John T. McCutcheon. Doc B

Title: Drinking fountain on the county courthouse lawn, Halifax, North Carolina Source: Photographer, John Vachon. Library of Congress Prints and Photographs Division, Date: April 1938 Doc C

Title: Justice John Marshall Harlan s Dissent Source:,, Supreme Court Date: 1896 Doc D EXCERPT: The white race deems itself to be the dominant race in this country. And so it is, in prestige, in achievements, in education, in wealth, and in power. So, I doubt not, it will continue to be for all time, if it remains true to its great heritage and holds fast to the principles of constitutional liberty. But in the view of the Constitution, in the eye of the law, there is in this country no superior, dominant, ruling class of citizens. There is no caste here. Our Constitution in color-blind and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law. The humblest is the peer of the most powerful. The law regards man as man and takes no account of his surroundings or of his color when his civil rights as guaranteed by the supreme law of the land are involved... The arbitrary separation of citizens, on the basis of race, while they are on a public highway, is a badge of servitude wholly inconsistent with the civil freedom and the equality before the law established by the Constitution. It cannot be justified upon any legal grounds If evils will result from the commingling of the two races upon public highways established for the benefit of all, they will infinitely less than those that will surely come from state legislation regulating the enjoyment of civil rights upon the basis of race. We boast of the freedom enjoyed by our people above all other peoples. But it is difficult to reconcile that boast with the state of the law which, practically, puts the brand of servitude and degradation upon a large class of our fellow citizens, our equals before the law. The thin disguise of "equal" accommodations for passengers in railroad coaches will not mislead anyone, nor atone for the wrong this day done...

Title:, Judgment of the Court Source: Supreme Court of the United States Date: May 18, 1896 Doc E

TRANSCRIPT: Supreme Court of the United States, No. 210, October Term, 1895. Homer Adolph Plessy, Plaintiff in Error, vs. J.H. Ferguson, Judge of Section "A" Criminal District Court for the Parish of Orleans In Error to the Supreme Court of the State of Louisiana This cause came on to be heard on the transcript of the record from the Supreme Court of the State of Louisiana, and was argued by counsel. On consideration whereof, It is now here ordered and adjudged by this Court that the judgement of the said Supreme Court, in this cause, be and the the same is hereby, affirmed with costs. per Mr. Justice Brown, May 18, 1896. Dissenting: Mr. Justice Harlan

Title:. Source: Britannica School, Encyclopædia Britannica, Inc., Date: 2016 Doc F originated in 1892 as a challenge to Louisiana s Separate Car Act. This law required that all railroads operating in the state provide equal but separate accommodations for white and African American passengers. Passengers were only allowed in the rail cars assigned to their race. To challenge the constitutionality of the law, a group of citizens in New Orleans formed a committee to generate a test case. They had Homer Plessy, who was seven-eighths white and one-eighth African American, purchase a rail ticket and sit in a rail car reserved for white passengers. After Plessy refused to move to a car for African Americans, he was arrested. He was tried and found guilty in U.S. District Court, and a state supreme court upheld the verdict. The case was then taken to the U.S. Supreme Court. Plessy argued that the Separate Car Act was unconstitutional. He contended that it violated both the Thirteenth Amendment, which prohibited slavery, and the Fourteenth Amendment, which granted full and equal rights of citizenship to African Americans. Rejecting these arguments, the Supreme Court ruled 7 to 1 against Plessy. Associate Justice Henry Billings Brown wrote the majority opinion which did not actually contain the phrase separate but equal. He held that the Separate Car Act did not conflict with the Thirteenth Amendment because it did not reestablish slavery or constitute a badge of slavery or servitude. Brown further concluded that the act did not conflict with the Fourteenth Amendment. That amendment, he argued, was intended to secure only the legal equality of African Americans and whites, not their social equality. Brown concluded that the racial segregation of rail passengers did not by itself imply the legal inferiority of either race. If one race be inferior to the other socially, he wrote, the Constitution of the United States cannot put them upon the same plane.