We Accuse
COLORED PEOPLES of CALIFORNIA v. STATE OF CALIFORNIA

Developed for the OAKLAND MUSEUM OF CAIFORNIA
by M. Deborah Sanderson

MENU
Introduction
Task
Process
Evaluation
Teacher’s Page
Conclusion
About the Author
Bibliography

INTRODUCTION

During the nineteenth century, especially the Gold Rush period, many diverse persons were attracted to California. These immigrants came from such places as China. Others headed west across the Mississippi in search of a better life, adventure, and riches. Their experiences were both challenging and unpleasant. They often met discrimination and unequal treatment.

You and your team members will act as law clerks on behalf of the plaintiff in the case of the COLORED PEOPLES of CALIFORNIA v. STATE OF CALIFORNIA. You will have three days to research and to prepare evidence for your clients.

The following standards have been addressed in this activity:

California History-Social Science Content Standards
11.8 Students analyze federal civil rights and voting rights development, in terms of:
2. The key events, policies and court cases in the evolution of civil rights.

Historical and Social Sciences Analysis Skills
Research, Evidence and Point of View
4. Students construct and test hypotheses; collect, evaluate and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

Historical Interpretation
1. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
2. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values.

Grade 11 California Reading/Language Arts Standards
1.0 Writing Strategies: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process.
1.2 Create multiple-paragraph compositions.

Time Frame
First day:

• Introduce to activity
• Distribute assignments
• Begin research

Second day:

• Continue and complete research
• Prepare evidence/arguments for client

Third day:

• Present arguments
• Discuss/prepare possible defense strategy

THE TASK
Each legal team will consists of three law clerks. Each clerk will research one of the three client groups (African American, Chinese, Californio/Latino). Each clerk will share her/his evidence with the other team members. Each clerk is responsible for developing potential arguments on behalf of her/his particular client group.
Based on their research, each team will decide whether there is enough evidence to go to trial. Each team will inform their clients of their finding and decisions in a client letter.