Pursuing Justice

Project Proposal                                                                    Jay Barry

                                                                                                Arlington HS

Project Description: The topic of the project is Eugenics and, specifically, the story of the Buck v. Bell Supreme Court case. I have taught this topic in an abbreviated form in the past. Learning much more about the topic from Michael Willrich has inspired me to develop a more detailed lesson on the topic. The lesson developed would be taught to mid-level High School juniors.

Lesson Overview:

1. For homework, students will use the “Eugenics Archive” website to introduce themselves to the concept of Eugenics and its development in the United States. A handout will guide them through the site.
2. Class will start with a teacher-led discussion of the concept of reform, particularly government-supported social reform, during the Progressive Era. The lesson will come at the end of the Progressive Era unit.
3. “Document Puzzle” activity: Documents (images and text) related to Eugenics, taken from the Facing History resource book (Race and Membership), are posted around the room. Students move around room with a study guide and write down their interpretations of the documents.

Documents include: Virginia sterilization law, Image of Cincinatti study of Feeblemind, WWI draftee tests, excerpt from model sterilization law, Eugenics exhibit image, excerpt explaining use of terms (imbecile, idiot, moron, feebleminded).

            Teacher-led discussion of how documents are related to each other.

1. Oral reading by teacher of the story of Emma Buck and the Buck v. Bell case.
2. Explanation of further significance of the case: sterilization stats nationally, model for German program, exclusion of most African-Americans.
3. Homework: Students read Justice Oliver Wendell Holmes’ opinion and answer questions.
4. Second class: Discussion of Holmes’ opinion, beginning with background on Holmes’ life and career, followed by discussion of his legal arguments and students’ reaction to his harsh language.
5. Discussion of how modern developments in genetic science (cloning, human genome project) could allow for the re-emergence of eugenics-related ideas.

Essential Questions:

1. How does the Eugenics movement fit into the Progressive Era historically? Is it a natural outgrowth of this period or does it seem out of place considering other reform movements of this period?
2. What does this case study indicate about the “police power” of state governments and the support of this power by the courts?
3. What does this case suggest about the applicability of the 14^th Amendment to the concept of bodily autonomy?
4. What are the modern-day relevant connections to this case?

Scale of Project: Estimated to be about 1½ class periods (approx. 75 minutes).

Assessments:

1. Written homework corrected. Discussion of homework assignments to check for understanding.
2. Checking for understanding during class discussions.
3. Teacher check of “document puzzle” study guide as they are completed.
4. During oral reading of story, asking for questions from students in need of clarification.

Resources:

1. Race and Membership in American History: The Eugenics Movement (resource book by Facing History and Ourselves).
2. Image Archive on the American Eugenics Movement: www.eugenicsarchive.org.
3. HeinOnline: www.heinonline.org.

Concern: Spending beyond a full class period on this topic is a lot considering what has to be covered in the US II curriculum. I would like to do more, particularly in the area of formal assessment, but do not feel that I can. In the past I have only done the oral reading piece of the lesson and have found it to be very effective. It is also the only time during the year in which students have a story read to them, making it a unique experience for both the teacher and students.