Plessy V. Ferguson
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The Takings Jurisprudence of the Warren Court: a Constitutional Siesta
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1996 The Takings Jurisprudence of the Warren Court: A Constitutional Siesta Richard A. Epstein Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Richard A. Epstein, "The Takings Jurisprudence of the Warren Court: A Constitutional Siesta," 31 Tulsa Law Journal 643 (1996). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. TULSA LAW JOURNAL Volume 31 Summer 1996 Number 4 THE TAKINGS JURISPRUDENCE OF THE WARREN COURT: A CONSTITUTIONAL SIESTA* Richard A. Epsteint I. EBB TIDE FOR PROPERTY RIGHTS ...................... 644 II. A CRITIQUE OF THE WARREN COURT DECISIONS ...... 650 A. The Prima Facie Case: A Taking of Private Property ............................................ 651 1. Water ........................................... 651 2. Overflight Easements ........................... 656 3. Lien Rights ..................................... 658 B. General Regulations................................. 660 1. Prohibition on Use ............................. 660 2. Contract Regulation ............................ 662 3. Rate of Return Regulation ..................... 664 4. Civil Rights Cases .............................. 666 III. POLICE POWER JUSTIFICATIONS -
PLESSY V. FERGUSON (1896) ORIGINS of the CASE in 1892, Homer Plessy Took a Seat in the “Whites Only” Car of a Train and Refused to Move
PLESSY v. FERGUSON (1896) ORIGINS OF THE CASE In 1892, Homer Plessy took a seat in the “Whites Only” car of a train and refused to move. He was arrested, tried, and convicted in the District Court of New Orleans for breaking Louisiana’s segregation law. Plessy appealed, claiming that he had been denied equal protection under the law. The Supreme Court handed down its decision on May 18, 1896. THE RULING The Court ruled that separate-but-equal facilities for blacks and whites did not violate the Constitution. LEGAL REASONING CALIFORNIA STANDARDS Plessy claimed that segregation violated his right to 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. equal protection under the law. Moreover he claimed Sandford, Plessy v. Ferguson, Brown v. Board of Education, that, being “of mixed descent,” he was entitled to “every Regents of the University of California v. Bakke, and California Proposition 209. recognition, right, privilege and immunity secured to HI 3 Students interpret past events and issues within the context the citizens of the United States of the white race.” in which an event unfolded rather than solely in terms of pres- Justice Henry B. Brown, writing for the majority, ruled: ent-day norms and values. “ The object of the [Fourteenth] amendment was LEGAL SOURCES . undoubtedly to enforce the absolute equality of the two races before the law, but . it could not have LEGISLATION been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political U.S. -
Jew Taboo: Jewish Difference and the Affirmative Action Debate
The Jew Taboo: Jewish Difference and the Affirmative Action Debate DEBORAH C. MALAMUD* One of the most important questions for a serious debate on affirmative action is why certain minority groups need affirmative action while others have succeeded without it. The question is rarely asked, however, because the comparisonthat most frequently comes to mind-i.e., blacks and Jews-is seen by many as taboo. Daniel A. Farberand Suzanna Sherry have breached that taboo in recent writings. ProfessorMalamud's Article draws on work in the Jewish Studies field to respond to Farberand Sherry. It begins by critiquing their claim that Jewish values account for Jewish success. It then explores and embraces alternative explanations-some of which Farberand Sheny reject as anti-Semitic-as essentialparts of the story ofJewish success in America. 1 Jews arepeople who are not what anti-Semitessay they are. Jean-Paul Sartre ha[s] written that for Jews authenticity means not to deny what in fact they are. Yes, but it also means not to claim more than one has a right to.2 Defenders of affirmative action today are publicly faced with questions once thought improper in polite company. For Jewish liberals, the most disturbing question on the list is that posed by the comparison between the twentieth-century Jewish and African-American experiences in the United States. It goes something like this: The Jews succeeded in America without affirmative action. In fact, the Jews have done better on any reasonable measure of economic and educational achievement than members of the dominant majority, and began to succeed even while they were still being discriminated against by this country's elite institutions. -
How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
Introduction
Introduction It shall be an unlawful employment practice for an employer— (1) to fail or refuse to hire or to discharge any individual, or other- wise to discriminate against any individual with respect to his com- pensation, terms, conditions, or privileges of employment, because of such individual’s race, color, religion, sex, or national origin; or (2) to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, re- ligion, sex, or national origin (Title VII of the Civil Rights Act of 1964). In 1964 the U.S. Congress enacted, and President Lyndon Johnson signed, the Civil Rights Act. Although it was not the first or the last legislative mo- ment of the civil rights movement, it was a pivotal one. The act outlawed segregation and discrimination by race, ethnicity, and religion in public education, public accommodations, voting, and federal assistance. Title VII of the act extended the equal opportunity principle to employment and for the first time explicitly mentioned “sex” as a protected category. It is this extension of rights to equal opportunity in employment, freedom from discrimination in employment, and the erosion of race and gender employment segregation as a legitimate and expected practice that is at the heart of this book. The passage of the Civil Rights Act is without question one of the most monumental achievements in the history of the United States, perhaps even the world. -
We As Freemen
WE AS FREEMEN WE AS FREEMEN Plessy v. Ferguson By Keith Weldon Medley PELICAN PUBLISHING COMPANY Gretna 2003 Copyright © 2003 By Keith Weldon Medley All rights reserved The word “Pelican” and the depiction of a pelican are trademarks of Pelican Publishing Company, Inc., and are registered in the U.S. Patent and Trademark Office. Library of Congress Cataloging-in-Publication Medley, Keith Weldon. We as freemen : Plessy v. Ferguson and legal segregation / by Keith Weldon Medley. p. cm. Includes index. ISBN 1-58980-120-2 (hardcover : alk. paper) 1. Plessy, Homer Adolph—Trials, litigation, etc. 2. Segregation in transportation—Law and legislation—Louisiana—History. 3. Segregation—Law and legislation—United States—History. 4. United States—Race relations—History. I. Title: Plessy v. Ferguson. II. Title. KF223.P56 M43 2003 342.73’0873—dc21 2002154505 Printed in the United States of America Published by Pelican Publishing Company, Inc. 1000 Burmaster Street, Gretna, Louisiana 70053 In memory of my parents, Alfred Andrew Medley, Sr., and Veronica Rose Toca Medley For my sons, Keith and Kwesi “We, as freemen, still believe that we were right and our cause is sacred.” —Statement of the Comité des Citoyens, 1896 Contents Acknowledgments 0 Chapter 1 A Negro Named Plessy 000 Chapter 2 John Howard Ferguson 000 Chapter 3 Albion W. Tourgee 000 Chapter 4 One Country, One People 000 Chapter 5 The Separate Car Act of 1890 000 Chapter 6 Who Will Bell the Cat? 000 Chapter 7 Are You a Colored Man? 000 Chapter 8 My Dear Martinet 000 Chapter 9 We as Freemen 000 Chapter 10 The Battle of Freedom 000 Appendix A: Further Reading 000 Notes 000 Index 000 Acknowledgments I would like to thank Dr. -
Than Segregation, Racial Identity: the Neglected Question in Plessy V
Washington and Lee Journal of Civil Rights and Social Justice Volume 10 | Issue 1 Article 3 Spring 4-1-2004 MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis Follow this and additional works at: https://scholarlycommons.law.wlu.edu/crsj Part of the Civil Rights and Discrimination Commons, and the Legal History Commons Recommended Citation Thomas J. Davis, MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON, 10 Wash. & Lee Race & Ethnic Anc. L. J. 1 (2004). Available at: https://scholarlycommons.law.wlu.edu/crsj/vol10/iss1/3 This Article is brought to you for free and open access by the Washington and Lee Journal of Civil Rights and Social Justice at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Journal of Civil Rights and Social Justice by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis* I. INTRODUCTION The U.S. Supreme Court's 1896 decision in Plessy v. Ferguson' has long stood as an ignominious marker in U.S. law, symbolizing the nation's highest legal sanction for the physical separation by race of persons in the United States. In ruling against thirty-four-year-old New Orleans shoemaker Homer Adolph Plessy's challenge to Louisiana's Separate Railway Act of 1890,2 the Court majority declared that we think the enforced separation of the races, as applied to the internal commerce of the state, neither abridges the privileges or immunities of the colored man, deprives him of his property without due process of law, nor denies him the equal protection of the laws, within the meaning of the Fourteenth Amendment.3 One commentator on the Court's treatment of African-American civil rights cast the Plessy decision as "the climactic Supreme Court pronouncement on segregated institutions."4 Historian C. -
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF Mourns the Loss of the Honora
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF mourns the loss of The Honorable John Lewis, an esteemed member of Congress and revered civil rights icon with whom our organization has a deeply personal history. Mr. Lewis passed away on July 17, 2020, following a battle with pancreatic cancer. He was 80 years old. “I don’t know of another leader in this country with the moral standing of Rep. John Lewis. His life and work helped shape the best of our national identity,” said Sherrilyn Ifill, LDF’s President & Director-Counsel. “We revered him not only for his work and sacrifices during the Civil Rights Movement, but because of his unending, stubborn, brilliant determination to press for justice and equality in this country. “There was no cynicism in John Lewis; no hint of despair even in the darkest moments. Instead, he showed up relentlessly with commitment and determination - but also love, and joy and unwavering dedication to the principles of non-violence. He spoke up and sat-in and stood on the front lines – and risked it all. This country – every single person in this country – owes a debt of gratitude to John Lewis that we can only begin to repay by following his demand that we do more as citizens. That we ‘get in the way.’ That we ‘speak out when we see injustice’ and that we keep our ‘eyes on the prize.’” The son of sharecroppers, Mr. Lewis was born on Feb. 21, 1940, outside of Troy, Alabama. He grew up attending segregated public schools in the state’s Pike County and, as a boy, was inspired by the work of civil rights activists, including Dr. -
<I>United States V. Morrison</I>
University of Pennsylvania Carey Law School Penn Law: Legal Scholarship Repository Faculty Scholarship at Penn Law 2015 Bait and Switch: Why United States v. Morrison is Wrong about Section Five Kermit Roosevelt III University of Pennsylvania Carey Law School Follow this and additional works at: https://scholarship.law.upenn.edu/faculty_scholarship Part of the Civil Rights and Discrimination Commons, Constitutional Law Commons, Courts Commons, Fourteenth Amendment Commons, Jurisprudence Commons, and the Public Law and Legal Theory Commons Repository Citation Roosevelt, Kermit III, "Bait and Switch: Why United States v. Morrison is Wrong about Section Five" (2015). Faculty Scholarship at Penn Law. 748. https://scholarship.law.upenn.edu/faculty_scholarship/748 This Article is brought to you for free and open access by Penn Law: Legal Scholarship Repository. It has been accepted for inclusion in Faculty Scholarship at Penn Law by an authorized administrator of Penn Law: Legal Scholarship Repository. For more information, please contact [email protected]. \\jciprod01\productn\C\CRN\100-3\CRN302.txt unknown Seq: 1 18-MAR-15 8:28 BAIT AND SWITCH: WHY UNITED STATES V. MORRISON IS WRONG ABOUT SECTION 5 Kermit Roosevelt III† In United States v. Morrison, the Supreme Court announced the rule that the Section 5 power cannot be used to regulate private individuals. This is one of the most meaningful and, thus far, durable constraints that the Court has placed on federal power. It is the more surprising, then, that it turns out to be based on essentially nothing at all. The Morrison Court asserted that its rule was derived by—indeed, “controlled by”—precedent, but a closer reading of the Reconstruction-era decisions it cites shows that this is simply not the case. -
FOR JOBS and FREEDOM an Introduction to the Unfinished March
FOR JOBS AND FREEDOM An Introduction to the Unfinished March By Thomas J. Sugrue August 5, 2013 Photo: Library of Congress he March on Washington may be the most Today, many activists and intellectuals draw a sharp commemorated event in the history of the distinction between policies to alleviate racial discrim- T civil rights struggle in the United States. On ination and those that challenge economic injustice. August 28, 1963, in front of 250,000 demonstrators Does race trump class? Is there a zero sum game who packed the Mall between the Lincoln and Wash- between antidiscrimination strategies and efforts to ington monuments, the Rev. Martin Luther King Jr. challenge financial, employment, and trade policies delivered the speech with his famous refrain, “I have a that disadvantage workers regardless of their race? Do dream.” Those four words—known to nearly every racial politics divide the American working class, fos- American schoolchild—capture a popular, romantic tering a bitter politics of resentment rather than the image of King using soaring language to unify Amer- solidarity necessary for labor organization? While sub- ica in pursuit of a common goal, to create a society sequent papers in the Unfinished March series will where everyone would be “judged by the content of explore current views on these issues, it is important to their character, not the color of their skin” (King 1963). recall that 50 years ago, King and the organizers of the March on Washington answered a resounding “no” to But the message of the march cannot be encapsulated all of these questions. -
Why the Supreme Court Lied in Plessy
Volume 52 Issue 3 Article 1 2007 Why the Supreme Court Lied in Plessy David S. Bogen Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Civil Rights and Discrimination Commons, Common Law Commons, Constitutional Law Commons, and the Legal History Commons Recommended Citation David S. Bogen, Why the Supreme Court Lied in Plessy, 52 Vill. L. Rev. 411 (2007). Available at: https://digitalcommons.law.villanova.edu/vlr/vol52/iss3/1 This Lecture is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Bogen: Why the Supreme Court Lied in Plessy VILLANOVA LAW REVIEW VOLUME 52 2007 NUMBER 3 Reuschlein Lecture WHY THE SUPREME COURT LIED IN PLESSY DAVID S. BOGEN* 1. INTRODUCTION p LESSY v. Ferguson' is high on the list of the most reviled decisions of the Supreme Court, mentioned in the same breath as Dred Scott v. Sandford.2 It has a number of unfortunate statements 3 and the decision * Harold Gill Reuschlein Visiting Professor, Villanova University School of Law, Professor Emeritus of Law, University of Maryland School of Law. B.A. 1962, LL.B. 1965, Harvard University; LL.M., 1967, New York University. I would like to thank Villanova for the opportunity afforded by the Reuschlein professorship and the University of Maryland for a summer grant. The assistance of the staff at the Villanova University School of Law Library, particularly Amy Spare, and the University of Maryland School of Law Thurgood Marshall Library, particularly Maxine Grosshans, was indispensable, as was my research assistant, Justin Browne, University of Maryland class of 2008. -
Fair Housing Act)
Civil Rights Movement Rowland Scherman for USIA, Photographer. Courtesy of U.S. National Archives and Records Administration. Sections 1 About the Movement 5 Civil Rights Act of 1968 (Fair Housing Act) 2 Brown v. Board of Education 6 Teacher Lesson Plans and Resources 3 Civil Rights Act of 1964 4 Voting Rights Act (VRA) ABOUT THE MOVEMENT The Civil Rights Movement of the 1950’s and 1960’s came about out of the need and desire for equality and freedom for African Americans and other people of color. Nearly one hundred years after slavery was abolished, there was widespread 1 / 22 segregation, discrimination, disenfranchisement and racially motivated violence that permeated all personal and structural aspects of life for black people. “Jim Crow” laws at the local and state levels barred African Americans from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. During this period of time, there was a huge surge of activism taking place to reverse this discrimination and injustice. Activists worked together and used non- violent protest and specific acts of targeted civil disobedience, such as the MontgomMontgomMontgomMontgomererereryyyy Bus BusBusBus Bo BoBoBoyyyycottcottcottcott and the Greensboro Woolworth Sit-Ins, in order to bring about change. Much of this organizing and activism took place in the Southern part of the United States; however, people from all over the country—of all races and religions—joined activists to proclaim their support and commitment to freedom and equality. For example, on August 28, 1963, 250,000 Americans came to Washington, D.C. for the March on Washington for Jobs and Freedom.