Grades 11-12: Supreme Court Case: Korematsu v. U.S.
Rating: 
http://achievethecore.org/page1074/supreme-court-case-korematsu-v-u-s
Common Core Standards
Reading Standards for Literacy in History/Social Studies
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
Writing
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Speaking & Listening
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Description of Lesson
This Grades 11-12 lesson titled, “Supreme Court Case: Korematsu v. U.S.” by Washoe County social studies teachers and cited on achievethecore.org is intended to give students an opportunity to closely examine a complex text and to discuss text-dependent questions while building academic vocabulary. The culminating writing task asks students to contrast the majority and dissenting opinions in Korematsu v. United States (1944) using text evidence to support their analysis.
Cautions
Connecticut teachers should be cautioned that the activities as described are not divided into separate lessons, nor is there a suggested pacing guide. The intended instructional time for this lesson is not included. The plan would be enhanced with more scaffolding, teacher modeling, and discrete skill instruction for students who are ELL or who have disabilities. While assessment guidelines are provided, an aligned rubric will need to be developed to provide sufficient guidance for interpreting students’ understanding of both the reading and writing standards listed.
Rationale for Selection
The lesson plan is a good example of how to incorporate rigor and thoughtful text dependent questions to provide students with multiple opportunities to engage with a complex text. The plan includes an annotated excerpt with bolded vocabulary, text-dependent questions (with sample responses and teacher suggestions), a tiered vocabulary listing, and a culminating writing task with a sample student response.
An annotated grade 8 lesson titled,“In Response to Executive Order 9066 – All Americans of Japanese Descent Must Report to Relocation Center” can be found by clicking on the lesson title. Supplementary teaching materials are provided.