Source: The Supreme Court Volume 2: "A New Kind of Justice"
Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
The following Frame, Focus and Follow-up suggestions are best suited for middle school students using this video in an English language arts or social studies lesson. Be sure to modify the questions to meet your students' instructional needs.
What is Frame, Focus and Follow-up?
Frame (ELA) What is the purpose of the “main idea” in narrative or informational writing?
Focus (ELA) According to the video, what was the main idea or purpose of the 14th Amendment?
Follow Up (ELA) In a short paragraph, identify and describe the main idea presented in the video segment. Include details supporting the conditions surrounding the creation of the 14th Amendment and why it was necessary.
Frame (SS) What do you know about the Constitution? What is an amendment? What is the purpose of an amendment to the Constitution?
Focus (SS) What population did the 14th Amendment originally intend to protect? Why?
Follow Up (SS) In small groups, research the 13th and 15th Amendments. Based upon what you know about the Civil War and its aftermath, describe how these two amendments in conjunction with the 14th Amendment worked to protect the liberties of former slaves. Would you write any new amendments that could better protect a population within contemporary society, or do you think that the 14th Amendment sufficiently protects the liberties of American citizens?
NARRATOR: The carnage that Oliver Wendell Holmes had witnessed was only a small window on the enormity of the Civil War. When it was over, 600,000 men had perished. But the Union held. And the Constitution, like the nation, was reborn.
WEINBERG: The Thirteenth, Fourteenth and Fifteenth Amendments together, but above all the Fourteenth Amendment, is the fruit of the Civil War. It is what all those brave men fought for and died for.
AMAR: The 14th Amendment says the federal government is gonna protect your citizenship even in your state. The federal government is gonna protect you against your own state. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States.
KOBYLKA: The thing about the Fourteenth Amendment is it's written in general terms. It's not couched in racial terms. It's not couched in gender terms. It's couched in universal terms. Citizens have privileges and immunities. People have rights to equal protection and due process. So, while it is historically tied to the Reconstruction Acts at the time, the language of the Fourteenth Amendment admits of a broader range of interpretation.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.