Power Struggle Teacher Guide Power Struggle
Teacher Facilitation Guide
CIVICS / GOV
Learning Objective
Students will analyze the tension between state and federal powers during the Civil Rights Movement, specifically explaining how student activists leveraged federal authority to overcome state-level resistance.
Essential Questions
How does the Supremacy Clause resolve conflicts between state and federal laws?
Why did the federal government initially hesitate to intervene in civil rights issues?
Does the government lead social change, or does it follow the lead of activists?
Pacing
Warm-up 5 min
Video & Notes 15 min
Socratic Seminar 20 min
Exit Ticket 5 min
Key Terms
Federalism Supremacy Clause Reserved Powers Enumerated Powers Federalize
1. Warm-up: Federalism Refresher (5 min)
"Before we dive into the history, we need to remember the 'rules of the game' in the US Constitution."
Review Question:
What happens when a state law (Reserved Power) contradicts a federal law or a Supreme Court ruling (Supreme Law)?
Key Concept:
Supremacy Clause (Article VI) establishes that federal law is the supreme law of the land.
2. Video Case Study (15 min)
Watch Crash Course Black American History #37 . Students should use the Clash of Powers Viewing Guide to record specific instances where state and federal authorities collided.
Key Moment 1
Little Rock Nine (1957): Gov. Faubus uses National Guard to block entry (State). Pres. Eisenhower federalizes the Guard to protect students (Federal).
Key Moment 2
Freedom Riders (1961): Local police/mobs refuse to protect riders (State). The ICC/Kennedy Admin eventually enforces desegregation in interstate travel (Federal).
3. Socratic Seminar (20 min)
Transition into a circle format. Use the Discussion Cards to guide the conversation. Focus on the strategy of the activists.
Probing Question:
"If the Supreme Court had already ruled that segregation was illegal in 1954, why did it take a mob in 1957 to get the President involved?"
Context: Eisenhower was hesitant to infringe on state 'sovereignty' until order completely collapsed.
The "Force" Question:
"How did high school and college students physically force a conflict between the State and the Federal government?"
Context: By putting their bodies in harm's way, they created a crisis that the Federal government could no longer ignore without looking weak or lawless.
4. Closure: The Supremacy Test (5 min)
Distribute the Supremacy Clause Exit Ticket . Students must connect the Little Rock Nine incident back to the constitutional principle of Federalism.
Success Criteria:
Identifies Gov. Faubus's action as a challenge to federal law (*Brown v. Board*).
Identifies Eisenhower's action as the enforcement of the Supremacy Clause.
Explains that federal authority overrides state resistance in constitutional matters.
Differentiation
For students who need more support, provide the "Clash of Powers" guide with the "State Action" column pre-filled, asking them to find the "Federal Response."
Extension
Ask students to research a modern conflict between state and federal law (e.g., marijuana legalization, environmental regulations) and predict how the Supremacy Clause might apply.
Power Struggle Presentation Slides Power Struggle
Student Activism and the Tension of Federalism in the Civil Rights Movement
Federal Power
VS
State Sovereignty
Warm-up: The Rules
5 Minutes
Federalism Recall
The Constitution divides power between the Federal government and State governments.
Question
What happens when a state law conflicts with a federal law or a Supreme Court ruling?
Answer
The Supremacy Clause
"This Constitution, and the Laws of the United States... shall be the supreme Law of the Land."
The Video: Student Activism
15 Minutes
Embedded media
Take Notes on Clashes
Identify the Actors
Note the Location
Case Study: Little Rock
State Action
"Gov. Orval Faubus called in the National Guard to keep the students from integrating."
Federal Response
"Pres. Eisenhower had to send down 1,200 members of the Army and federalize the National Guard."
The Analysis
State government challenged the Supreme Court's ruling.
The President used Executive Power to enforce federal law.
This is the Supremacy Clause in action.
Case Study: Freedom Riders
The Strategy
Riders tested a law that already existed (interstate desegregation).
Violence in the South forced the Kennedy Admin to intervene.
The ICC finally enforced the federal ban.
!
"They weren't asking for a new law; they were asking for the one that already existed to actually be enforced."
— Clint Smith, Crash Course
Socratic Seminar
20 Minutes
"Does the government lead social change, or does it follow the lead of activists?"
Prompt 1
Why did the Federal government initially hesitate to intervene in states like Arkansas and Alabama?
Prompt 2
How did high school students create a "crisis" that forced the President's hand?
Exit Ticket
In your own words, summarize how the Little Rock Nine incident illustrates the Supremacy Clause of the Constitution.
5 Minutes
Submit before leaving
Power Struggle Discussion Cards Power Struggle: Discussion Cards
Socratic Seminar & Small Group Inquiry
Question 1
Why did the Federal government initially hesitate to intervene in civil rights conflicts?
Consider: The concept of state sovereignty, political risks for the President, and the "Reserved Powers" of the 10th Amendment.
Constitutional Balance
Question 2
How did student activists physically "force" the Federal government to take action?
Consider: The strategy of non-violent direct action, creating a crisis that could not be ignored, and the role of television media.
Tactical Strategy
Question 3
Does the government lead social change, or does it follow the lead of the people?
Consider: The difference between a Supreme Court ruling (law on paper) and Executive branch enforcement (law in action).
Social Change Theory
Question 4
Why was it so important for Freedom Riders to test a law that "already existed"?
Consider: What does it mean for a law to exist if the local/state authorities refuse to enforce it? How does this relate to federalism?
Enforcement Gap
Question 5
How does the "One Down... Eight to Go" badge illustrate the climate inside Central High?
Consider: The difference between physical violence and psychological warfare. How did the students manage to stay for the whole year?
Resilience
Question 6
Clint Smith argues that youth are often at the forefront of social change. Why?
Consider: What unique advantages do students have in organizing? What are the unique risks they face compared to adults?
Youth Leadership
Teacher Note:
Print these cards on heavy cardstock for durability. During the Socratic Seminar, students can be given one card to focus on, or cards can be rotated through a "fishbowl" discussion. Ensure students use evidence from the video and their knowledge of the Constitution (Article VI) in their responses.
Power Struggle Exit Ticket Exit Ticket
Power Struggle: Federalism in Action
Student Name
Date
Period
How does the Little Rock Nine incident illustrate the Supremacy Clause of the U.S. Constitution?
In your response, be sure to reference the specific actions of both the State (Arkansas) and Federal (Executive Branch) authorities.
State Action
Federal Response
Article VI Mention
Civics Unit 2
Power Struggle Viewing Guide Clash of Powers
Case Study: Student Activism & Federalism
Name
Date
Instructions: While watching the video, identify moments where State Authority (Governors, local police, state laws) came into conflict with Federal Authority (Supreme Court, President, federal law). Record the specific conflict and the outcome.
Event / Group State Action / Resistance Federal Response / Authority Little Rock Nine (Arkansas, 1957) Greensboro Four (N. Carolina, 1960) Freedom Riders (Deep South, 1961)
Analysis Question
Clint Smith mentions that the Freedom Riders weren't asking for new laws. Why is this distinction important for understanding federalism?
Critical Thinking
How did the "everyday work and courage of ordinary people" (students) force the hand of powerful federal leaders like Eisenhower and Kennedy?
Supremacy Clause Case Studies
