The Supreme Court has the power and duty to interpret laws and decide what the law is when two laws conflict. If a lower court's decision conflicts with the Constitution or other laws, the Supreme Court can exercise appellate jurisdiction to review the case and make a final ruling. The Supreme Court is the highest court in the country and its rulings cannot be appealed.
Landmark Supreme Court Cases and how they affected American society.Wayne Williams
Students will examine important SCOTUS cases and analyze how they affected American society. Answer the questions on the handout that match the slide numbers.
This is a Powerpoint presentation that explains the history of segregation in the US. It is an important tool as it illustrates the background of racial tension that can exist today and open dialogue to create change and more progressive attitudes towards race. It helps promote diversity as the injustices of segregation call us all to look at our own biases. It also bolsters diversity, as Powerpoint accommodates many types of learners, both audio and visual. Powerpoint is an important technological tool to use in a class room, providing audio and visual help to students. This presentation illustrates my understanding of the program. I have uploaded this Powerpoint to a shared slide site, which further shows my comfort with the Internet in this age of technology.
Plessy 1Plessy v. Ferguson and Miranda .docxLeilaniPoolsy
Plessy 1
Plessy v. Ferguson and Miranda v. Arizona
Name
Class
Date
Professor
Plessy v. Ferguson and Miranda v. Arizona
Two landmark rulings made by the Supreme Court involve the cases of Plessy v. Ferguson and Miranda v. Arizona. In both rulings the impact to society was great with one resulting in the segregation of African American citizen for the next fifty years while the other affected the way law enforcement officers’ question and interrogate criminal offenders. While both of these cases occurred in two different centuries the ruling of the court had a direct impact on functions in American society and the rights of the individual citizen. In Plessy the rights of the African American where limited but in the case of Miranda individual rights were broadened.
Plessy vs. Ferguson
In the case of Plessy v. Ferguson the case began when an African American male who was half white and appeared white went against a Louisiana law that requires separate accommodations for separate races. Homer Plessy was a member of a group in New Orleans known as the Citizens Committee that fought for the equal right of the African American citizen. The Citizens Committee decided to test a Louisiana Law known as the 1890 Louisiana Separate Car Act. When Homer Plessy entered the train and took accommodations in the white section of the railcars he was detained by a police officer and held in a separate car until he was arrested upon exiting the train. Plessy was charged with breaching Louisiana Law and was jailed and fined.
On appeal the Louisiana Appeals Court ruled declared forced segregation in railroad cars traveling between states to be unconstitutional (Wolf, 2011). The case was then appealed to the Louisiana Supreme Court that upheld the ruling of the district court and found the state had a right to establish laws that provide separate but equal accommodations. The case was then appealed for the last time when it went in front of the Supreme Court. The Supreme Court ruled in favor of the state and the laws concerning the segregation of the White and African American citizen was not addressed for over sixty years when the Supreme Courts ruling was reversed in the case of Brown vs. Board of Education.
When the Plessy case was brought in front of the Supreme Court by the defendant and the members of the Citizens Committee the claim was the defendant was denied his Fourteenth and Thirteenth Amendment rights. Plessy claimed that the 1890 Louisiana Separate Car Act violated his Thirteenth Amendment right against involuntary servitude. In other Plessy was claiming that by being forced into separate accommodations he was being placed in involuntary servitude. The court ruled that the Thirteenth Amendment did not apply to segregation so the defendants Thirteenth Amendment right could not have been violated.
Under the Fourteenth Amendment the defendant, Plessy, claimed he was denied the right to equal protection.
Landmark Supreme Court Cases and how they affected American society.Wayne Williams
Students will examine important SCOTUS cases and analyze how they affected American society. Answer the questions on the handout that match the slide numbers.
This is a Powerpoint presentation that explains the history of segregation in the US. It is an important tool as it illustrates the background of racial tension that can exist today and open dialogue to create change and more progressive attitudes towards race. It helps promote diversity as the injustices of segregation call us all to look at our own biases. It also bolsters diversity, as Powerpoint accommodates many types of learners, both audio and visual. Powerpoint is an important technological tool to use in a class room, providing audio and visual help to students. This presentation illustrates my understanding of the program. I have uploaded this Powerpoint to a shared slide site, which further shows my comfort with the Internet in this age of technology.
Plessy 1Plessy v. Ferguson and Miranda .docxLeilaniPoolsy
Plessy 1
Plessy v. Ferguson and Miranda v. Arizona
Name
Class
Date
Professor
Plessy v. Ferguson and Miranda v. Arizona
Two landmark rulings made by the Supreme Court involve the cases of Plessy v. Ferguson and Miranda v. Arizona. In both rulings the impact to society was great with one resulting in the segregation of African American citizen for the next fifty years while the other affected the way law enforcement officers’ question and interrogate criminal offenders. While both of these cases occurred in two different centuries the ruling of the court had a direct impact on functions in American society and the rights of the individual citizen. In Plessy the rights of the African American where limited but in the case of Miranda individual rights were broadened.
Plessy vs. Ferguson
In the case of Plessy v. Ferguson the case began when an African American male who was half white and appeared white went against a Louisiana law that requires separate accommodations for separate races. Homer Plessy was a member of a group in New Orleans known as the Citizens Committee that fought for the equal right of the African American citizen. The Citizens Committee decided to test a Louisiana Law known as the 1890 Louisiana Separate Car Act. When Homer Plessy entered the train and took accommodations in the white section of the railcars he was detained by a police officer and held in a separate car until he was arrested upon exiting the train. Plessy was charged with breaching Louisiana Law and was jailed and fined.
On appeal the Louisiana Appeals Court ruled declared forced segregation in railroad cars traveling between states to be unconstitutional (Wolf, 2011). The case was then appealed to the Louisiana Supreme Court that upheld the ruling of the district court and found the state had a right to establish laws that provide separate but equal accommodations. The case was then appealed for the last time when it went in front of the Supreme Court. The Supreme Court ruled in favor of the state and the laws concerning the segregation of the White and African American citizen was not addressed for over sixty years when the Supreme Courts ruling was reversed in the case of Brown vs. Board of Education.
When the Plessy case was brought in front of the Supreme Court by the defendant and the members of the Citizens Committee the claim was the defendant was denied his Fourteenth and Thirteenth Amendment rights. Plessy claimed that the 1890 Louisiana Separate Car Act violated his Thirteenth Amendment right against involuntary servitude. In other Plessy was claiming that by being forced into separate accommodations he was being placed in involuntary servitude. The court ruled that the Thirteenth Amendment did not apply to segregation so the defendants Thirteenth Amendment right could not have been violated.
Under the Fourteenth Amendment the defendant, Plessy, claimed he was denied the right to equal protection.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. “It is emphatically the province and duty of the judicial department
to say what the law is…If two laws conflict with each other; the
courts must decide on the operation of each”
5. The authority of a court to hear
(to try and decide) a case
Federal courts hear cases for two reasons:
• Subject Matter
Application of the U.S. Constitution
• Parties Involved
State v. State
Citizen v. State
6. Types of Jurisdiction
Exclusive Jurisdiction
Those cases that can only be heard in the
federal courts
Concurrent Jurisdiction
States and Federal Courts share power to
hear cases
Original Jurisdiction
A court in which a case is first heard
Appellate Jurisdiction
A court that hears a case on appeal from a
lower court
7.
8.
9. Define Federalism
Power is split between the Federal government
and state governments.
Applying federalism to court jurisdiction
All cases not heard by Federal Courts are in the
jurisdiction of State Courts…
11. What does
the word
“Supreme”
mean?
Highest rank
and
authority;
ultimate,
final
Why do you
think it might
be important
to have a
“Supreme”
Court?
12. Chief Justice and eight
associate judges
Nominated and appointed by
President, with Senate
approval.
Concepts of judicial activism
and judicial restrain affect the
judicial selection process
13. Service Birth
Name, state Assoc. Justice Chief Justice Yrs
Place Date Died Religion
Antonin Scalia, DC 1986– — N.J. 1936 —
Roman Catholic
Anthony M. Kennedy, Calif. 1988– — Calif. 1936
— Roman Catholic
Clarence Thomas, DC 1991– — Ga. 1948 —
Roman Catholic
Ruth Bader Ginsburg, DC 1993– — N.Y. 1933
— Jewish
Stephen G. Breyer, Mass. 1994– — Calif. 1938
— Jewish
John G. Roberts, DC 2005–— N.Y. 1955 —
Roman Catholic
Samuel A. Alito, Jr., N.J. 2006– — N.J. 1950
— Roman Catholic
Sonia Sotomayor N.Y. 2009– — N.Y. 1954 —
Roman Catholic
Elena Kagan N.Y. 2010– — N.Y. 1960 —
Jewish
14. Maintain their neutrality
Protect the rights of people to express
unpopular views
Promote consistent interpretations of laws
15. Supreme Court Justices can retire:
• At age 70
Must have served 10 years to receive full
salary for life
• At age 65
Must have served 15 years to receive full
salary for life
Chief Justice
$217,400
per year
Associate
Justices
$208,100
16. Vary in their political and legal philosophies...
Judicial Activism
Loosely interpret and
apply the
Constitution based
on ongoing changes
and values.
Judicial Restraint
Follow a strict
interpretation of the
Constitution
Believes judges should
also follow precedent
18. Both original and appellate jurisdiction
• Most cases come on appeal from the lower courts.
Original jurisdiction exists when:
1. There are controversies involved 2+ states
2. The case involves ambassadors or other public ministers
Marbury v. Madison
• Supreme court case that established
power of judicial review
19. Supreme Court has the power to decide
the constitutionality of:
• State and federal legislation
• Actions of chief executives
• Decisions of other courts
In other words, the Supreme Court has the
final authority on the meaning of the
Constitution
They have the POWER to declare acts
and laws unconstitutional
20. *Rule of Four: At least 4 of 9 justices must agree to hear a case in the S.C.
21. Petition for Writ of
Certiorari. (informally
called "Cert Petition.") A
document which a losing
party files with the Supreme
Court asking the Supreme
Court to review the decision
of a lower court.
It includes a list of the
parties, a statement of the
facts of the case, the legal
questions presented for
review, and arguments as to
why the Court should grant
the writ.
Writ of Certiorari- A
decision by the Supreme
Court to hear an appeal
from a lower court.
"Review on writ of certiorari
is not a matter of right, but a
judicial discretion. A petition
for writ of certiorari will be
granted only for compelling
reasons." Rule 10, Rules of
the U.S. Supreme Court.
24. Born on March 19,1891 in Los Angeles
Earned law degree at University of CA
Appointed attorney general of CA in 1939
Governor of CA from 1942-1950
Ran for vice president in 1948 unsuccessfully
Appointed chief justice by President Eisenhower and serves
from 1953-1969
• Known for controversial decisions about civil rights
• First major case was Brown v. Board of Education
• Engle v. Vitale 1962: prayer in public school is unconstitutional
• Miranda v. Arizona 1966: authorities must inform criminal suspects of
their rights
25. Plessy v. Ferguson 1896- establishes the
“separate but equal” doctrine
• Different interpretation of the 14th amendment
• Court battles with this issue for over 50 years
• People take advantage of this doctrine to oppress
African Americans
“Separate but equal” doesn’t become an
issue in education until later due to the
slow development of public education.
26. The case combined several cases from Kansas, South
Carolina, Virginia, and Delaware.
The most famous case and namesake is that of Linda Brown
and her family.
1952- The case was heard by Chief Justice Fred Vinson
• No decision was reached
• He died that year and was replaced by Earl Warren
1953- The case was reargued
1954- The court reached a unanimous decision declaring
“separate but equal” unconstitutional.
27. The court found that even if segregated schools had identical
facilities (which wasn’t usually the case), something about
them was “inherently unequal.” through the use of
Amicus Curiae
They came to the conclusion that segregation itself “had a
detrimental effect” and was giving African American children a
sense of “inferiority” that “affects the motivation of a child to
learn.”
They also declared that segregation violates the 14th
amendment of equal protection under the law.
28. The court passed a 2nd clause for the decision dealing with
implementation.
• The cases would be brought back to the state courts so states
could set up a means for integration in their public schools.
• This didn’t acknowledge the problem of balance.
Many states fought back against mandated integration.
• Changed public schools into private schools and charged whites
tuition
• Angry mobs prevented African American students from entering
schools.
• Example: Little Rock Nine 1957
29. It forced Americans to redefine the
meaning of “all men are created equal.”
It destroyed the “separate but equal”
loophole in the 14th amendment.
Step in the right direction for African
Americans gaining equality in society
Major stimulus to civil rights movement
Led to a great decline in de jure [based on
or according to law] school segregation
31. Miranda v. Arizona Case Background
•In 1963 Ernesto Miranda was accused of rape by a woman who
identified him in a police line up.
•Miranda was charged with rape and kidnapping and was
questioned by police for 2 hours but was never informed of his
5th amendment right against self incrimination or his 6th
amendment right to the assistance of an attorney.
•As a result of his interrogation, he confessed in writing to the
crimes of which he was charged, his written statement also
included his acknowledgement that he was aware of his right
against self-incrimination.
•Miranda was sentenced to 20 to 30 years in prison for each
crime
32. Miranda, The Plaintive
•His attorney argued that his confession
should have been excluded from trial
because he had not been informed of his
rights, nor had an attorney been present
during his interrogation.
33. Arizona, The Complainant
•The police officers involved admitted that they
had not given Miranda any explanation of his
rights. They argued, however, that because
Miranda had been convicted of a crime in the
past, he must have been aware of his rights.
The Arizona Supreme Court denied his appeal
and upheld his conviction.
34. The Verdict
•Miranda's defense attorney appealed to
the Arizona Supreme Court. Eventually
the case ended up at the supreme court
where it was decided in favor of Miranda
with a 5-4 vote.
35. Before Miranda, the rules governing custodial
interrogation of suspects in criminal cases
were left primarily to the police and state
legislatures.
In Miranda, the Supreme Court created and
imposed a new procedure for interrogating
suspects in custody, introducing the famous
"right to remain silent" speech.
The court's decision expanded the lawmaking
power of the courts at the expense of the
lawmaking power of the other branches of
government
36. The Exclusionary Rule prevents the government
from using most evidence gathered in violation of
the United States Constitution.
It applies to evidence gained from an
unreasonable search or seizure in violation of the
Fourth Amendment, see Mapp v. Ohio, (1961),
to improperly elicited self-incriminatory statements
gathered in violation of the Fifth Amendment, see
Miranda v. Arizona, (1966),
to evidence gained in situations where the
government violated defendants’ Sixth Amendment
Right to Counsel, see Miranda.
The rule does not apply to civil cases, including
deportation hearings. See INS v. Lopez-Mendoza,
37.
38. In the early 1970’s, UC Davis had two
admissions systems for their medical
school
Regular Admission Program
Special Admissions Program for
ethic minority and/or disadvantaged
applicants.
16 out of the 100 spaces in the school
were allocated for these students.
39. Allan Bakke, a white male was rejected
twice from the medical program.
Students with lower “benchmark” scores
were admitted through the special
admissions program.
Bakke filed a suit against UC Davis for
violating the 14th Amendment and the
Civil Rights Act of 1964.
40. The Equal Protection Clause of the 14th
Amendment:
• “No State shall…deny to any person within its
jurisdiction the equal protection of the laws.”
Section 601 of the Civil Rights Act of 1964;
• “No person in the United States shall be excluded
from participation in or otherwise discriminated
against on the ground of race, color, or national
origin under any program or activity receiving
Federal financial assistance. “
41. Superior Court of Yolo County:
• Found that the program violates the Constitution,
but did not force Bakke’s admittance.
Supreme Court of California:
• Declares the program is in violation of the
Constitution, and orders Bakke’s admittance.
48. The argument over Midnight Judges led one of the most
important Supreme Court cases of all time
William Marbury was a midnight judge who never received
his official papers
James Madison was the Sec. of State whose duty it was to
deliver them
Judiciary Act 1789 req. Supreme Court to order that the
papers be deliver- Marbury sued to enforce this
Chief Justice Marshall decided this provision was
unconstitutional b/c the Constitution did not empower the
Supreme Court to issue such an order
Affirmed the principle of judicial review- the ability of the
Supreme Court to declare an act of Congress
unconstitutional
49.
50. McCulloch v. Maryland- [1819] Supreme Court case that
strengthened federal authority and upheld the constitutionality
of the Bank of the United States by establishing that the State of
Maryland did not have the power to tax the bank
Maryland had tried to destroy a branch of the Bank of the
U.S. by imposing a tax on its notes
John Marshall used implied powers and strengthened the
federal authority by stating “the power to tax involves the power
to destroy” and that “a power to create implies a power to
preserve”
This case legitimized loose construction of the Constitution
arguing that the Constitution was intended to “endure for ages
to come, and consequently, to be adapted to the various crises
of human affairs”
53. This became a landmark United states supreme court
decision against President Nixon. On June 17, 1972 5
burglars broke into the Watergate building also known as
the Democratic headquarters. The burglars were linked
to the White house under Nixon. Later tapes were found
that held information that could link the president to the
burglars. Nixon pleaded guilty claiming that this shouldn’t
be subject to judicial resolution since the matter was a
dispute within the executive branch. Also he argued that
the tapes should be protected under the president’s
executive privilege.
54. UNITED STATES NIXON
The President's power to claim
executive privilege is not an
absolute one. Executive
privilege may not be invoked to
deny the courts access to
evidence needed in a criminal
proceeding. This is a dispute
that can be heard in the federal
courts.
The constitutional system of
separation of powers grants to
the President the privilege of
withholding information from
the other branches of
government. This power is
absolute, and it is very
important where high-level
communications are involved.
In addition, this dispute should
be resolved within the
executive branch, not by the
courts.
55. The Court ruled unanimously that President Nixon had to
give up the tapes. The Court made it clear that the President
could not withhold evidence from an ongoing criminal
prosecution of another person simply because he was the
President.
The ruling established a constitutional basis for executive
privilege. It also stated that the president is not immune from
judicial process, and must turn over evidence warrant by the
courts. The doctrine of executive privilege entitles the
president to a high degree of confidentiality from the courts if
the evidence involves matters of national security, but the
president cannot hold back evidence involving non-sensitive
information when needed for a criminal investigation.
58. Facts:
• 1857, Missouri, Illinois,
Wisconsin
• Dred Scott was an African-
American slave
• He was taken by his master
from the slave state of Missouri
to the free state of Illinois
• He lived on free soil for a long
time
• When the Army ordered his
master to go back to Missouri,
he took Scott with him back to
that slave state
Issues:
• Scott said that he should be
free since he lived on free soil
for such a long time
59. Arguments:
• As a non-citizen many felt that
Scott had no rights and could not
sue in a federal court and
therefore must remain a slave.
Decision:
• Scott lost the decision as the
Supreme Court declared no
slave or descendant of a slave
could be a U.S. citizen
• The Supreme Court also ruled
that Congress could not stop
slavery in the newly emerging
territories
• The decision enraged Abraham
Lincoln, and brought the nation to
the brink of the Civil War
Amendment:
• 13th- Abolition of Slavery
60. Facts:
• 1896, Louisiana
• Louisiana law said all
African Americans must
ride in a separate railroad
car
• Homer Plessy, a black
man, refused to leace a
“white only” railroad car
Issues:
• Does segregation violate
the principle of equal
protection?
61. Arguments:
• Plessy said this law of
segragation violated his right
to equal protection.
Decision:
• The Supreme Court ruled that
the segragation law didn’t
violate the 14th Amendment as
long as the cars for blacks and
whites were of equal quality
• For more than 50 years this
idea of separate but equal
was the law of the land
Amendment:
• 14th- Citizenship and Civil
Right
62. Facts:
• 1954
• Lind Brown attended an all
black school 21 blocks from
her home
• Linda Brown and her parents
felt she should be able to
attend a white school seven
blocks from her home
Issues:
• Is the separate but equal law
acceptable?
Arguments:
• Thurgood Marshall argued
that the black children were
made to feel inferior to whites
by having separate schools for
black students.
63. Arguments:
• Thurgood Marshall argued that
black children were made to
feel inferior to whites by having
separate schools for black
students
Decision:
• The court agreed with
Thurgood Marshall, saying
separate but equal violated the
equal protection clause of the
14th Amendment
• The decision of Brown v. Board
of Education of Topeka
overturned the Plessy v.
Ferguson and made all
segragation unconstitutional
Amendment:
• 14th- Citizenship and Civil
Rights
64. Facts:
• The university of California.
Davis reserved places in each
entering class for African
American, Hispanic American,
Asian American and Native
American students.
• In 1973 and 1974 a white
applicant named Allan Bakke
applied for admission and was
rejected
• At the same time other
applicants of other racial groups
were admitted even though they
had lower grade-point averages
bandb test scores
65. Issues:
• Allan Bakke argued he was a victim of
reverse discrimination
Arguments:
• Some said that colleges can use race as
basis for admission, others disagreed
Decision:
• The court ruled that under the equal
protection principle it was
unconstitutional for an admission
program to discriminate against whites
only because of their race
• However the court said race could be
one of the factors considered if the
school wished to create a more diverse
student body
Amendment:
• 14th- Citizenship and Civil Rights
66. Facts:
• Ida Phillips applied for a
position with the Martin Marietta
Corporation
• The corporation screened
women applicants to find out
whether they had young
children, since the corporation
believed children took up a
large part of a women’s time
• Ida had two preschoolers and
was denied the job.
Issues:
• Can the company ask only
women whether they have
children and use this
information in the hiring
process.
67. Arguments:
• Ida took the corporation to
court saying she was being
discriminated against since
men were not questioned as
to whether they had children
and were hired whether they
had young children or not
Decision:
• The Supreme Court ruled that
the company could not have
“one hiring policy for women
and another for men”
Amendment:
• 14th- Citizenship and Civil
Rights
Editor's Notes
Lowest Level
Example: Bucks County Courthouse
Appeals
Example: PA Court of Appeals
State Supreme Court
Example: PA Supreme Court
Supreme Court Justices
President nominates and appoints with approval of Congress
Concepts of judicial activism and judicial restraint affect the judicial selection process
Current (2009) salary for the Chief Justice is $217,400 per year, while the Associate Justices each make $208,100
Judicial Restraint
Follow a strict interpretation of the Constitution
Believe judges should also follow precedent
Judicial Activism
Loosely interpret the Constitution
Argue law should be interpreted and applied in the light of ongoing changes in conditions and values
Results in the expansion of judicial powers