“The Big Payback!”

Project Critical Webquest

By

John R. Winters Jr.

Introduction:

“Johnny” Cochran won’t be deciding this one! This could be one of the biggest cases in U.S. history! It effects race relations, and most people are running – running away from this idea. But not you! You are a lawyer preparing your case for the Supreme Court. You learn the facts. You make this billion dollar decision! Will you make African-American reparations a reality?

Task: Study the Korematsu case (see resources). This could be your precedent! Use this case to support your decision. Should reparations be given to African-Americans or is that asking too much? You must make a valid argument. Remember, you represent ‘the people,’ not yourself (if this is possible). You and your team of lawyers will present your case to a class of your peers (who play the roles of Supreme Court judges.)

Process:

Week #

1) Research and develop your opinions of the Korematsu decision. Be sure to understand the reasons for the decision. Do you agree or disagree with the decision? Why or why not?

2) Compare and contrast Japanese internment to the African Holocaust. Be sure to include any resolutions.

3) Reparations for the African Holocaust is a current legal issue. Use the material you have studied, researched, and written to make your group decision. The class will be divided into teams of lawyers and justices. The lawyers will present their case, and the justices will make a decision. Should reparations be issued to African-American descendents of the “slave trade?” Why or why not? (See the “Evaluation” section for presentation grading standards.)

Resources:

1) https://www.maxwell.syr.edu/plegal/scales/korematsu.html

Evaluation:

Each group will present their decision. Your presentation will be filmed by digital camera. The presentation should include visuals, a speech, and a written report. The speech will be graded based on peer evaluation, and the visuals and report grades will be calculated by the instructor.

Extension: Should Native Americans in the U.S. be given reparations? If so, should it be monetary? Land? Why? If not, why not?

Performance Standards:

English Language Arts

E1c-Read and comprehend informational materials

E2a-Produce a report of information

E3b-Participate in- group meetings

E3c-Prepare and deliver an individual presentation

E4a-Demonstrate and understanding of the rules of the English Language in written and oral work

E5a- Utilizing and analyzing functional documents

E7a –Utilizing and analyzing public documents

Social Studies

Standard 1:History of the United States and New York

Standard 5: Civic, Citizenship, and Government

Career Development and Occupational Standards

II: Integrated Learning