- PLOT OF WILL AND GRACE SUPREME COURTSHIP REGISTRATION
- PLOT OF WILL AND GRACE SUPREME COURTSHIP SERIES
Standard A - The student examines the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law. Standard E - The student identifies and describes the basic features of the political systems in the United States, and identifies representative leaders from various levels and branches of government. Standard B - The student describes the purpose of government and how its powers are acquired, used, and justified. Theme VI: Power, Authority, and Governance Standard C - The student describes the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity. Theme IV: Individual Development and Identity Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. Standard A - The student demonstrates an understanding that different scholars may describe the same event or situation in different ways but must provide reasons or evidence for their views. "The Great Chief Justice" at Home relates to the following Social Studies Standards: (National Council for the Social Studies) Standard 3C- The student understands the development of the Supreme Court's power and its significance from 1789 to 1820. "The Great Chief Justice" at Home relates to the following National Standards for History:Įra 3: Revolution and the New Nation (1754-1820s) United States History Standards for Grades 5-12 Time period: Late 18th century to mid-19th century Topics: The lesson could be used in units on the Marshall Court during the Early National Period.
PLOT OF WILL AND GRACE SUPREME COURTSHIP SERIES
This lesson is one in a series that brin gs the important stories of historic places into the classrooms across the country. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service.
Patrick, a professor of education at Indiana University, where he is also director of the Social Studies Development Center and director of the ERIC Clearinghouse for Social Studies/Social Science Education.
PLOT OF WILL AND GRACE SUPREME COURTSHIP REGISTRATION
This lesson is based on the National Register of Historic Places registration file " John Marshall House" (with photographs) and information from the John Marshall Foundation of Richmond, Virginia, and the Association for the Preservation of Virginia Antiquities. A striking symbol of his public life-a large judicial robe once worn by Marshall as chief justice-is displayed in the visitors’ Orientation Room, as is a small locket that was worn by Marshall’s wife, Mary Willis Ambler, whom he called "my dearest Polly." These two objects represent the public and private domains of a great man’s life, his career and family. Today visitors to the John Marshall House can see evidence of both the public and private parts of his life at home. He developed legal opinions, wrote public papers, and greeted famous guests at this place, where he also was a father, husband, and household manager. John Marshall’s public and private roles were intertwined at home. No other site, not even the Supreme Court building in Washington, D.C., is so closely connected to "The Great Chief Justice." Located at the corner of Ninth and Marshall Streets in downtown Richmond, this house stands as a permanent memorial to the Marshall family. So he was often with family and friends at his two-and-a-half-story brick house, built between 17.
Marshall’s public duties in Washington, D.C., and on circuit in Virginia and North Carolina, consumed an average of less than six months a year. More than half his time as chief justice was spent at home in Richmond, Virginia. John Marshall led the Supreme Court of the United States from obscurity and weakness to prominence and power during his 34 years in office, from 1801 to 1835. This lesson is part of the National Park Service’s Teaching with Historic Places (TwHP) program. (Courtesy of Association for the Preservation of Virginia Antiquities)
0 kommentar(er)
