Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • List three famous women from U.S. history, along with their accomplishment(s) or contribution(s).
  • Which of these women do you think has had the greatest impact on the U.S.? Why?

• INTRODUCTION

  Play this introductory video clip [Clip #1] (3:19) of author Marlene Trestman providing a background overview of the life of Bessie Margolin during a virtual program hosted by the Supreme Court Historical Society. Direct your students to answer the following questions on their graphic organizer.

  • How did Bessie Margolin make “her mark?”
  • According to Marlene Trestman, what organization did Margolin help found?
  • Based on the clip, how many arguments did Margolin present before the Supreme Court? Summarize the significance of this statistic.
  • Summarize Margolin’s career accomplishments, as described by Trestman.
  • Why did Trestman write her book Fair Labor Lawyer?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: This is not an all-encompassing list of terms included in each video. We recommend you previewing the video clips to determine any necessary additions/subtractions to this list for your specific students.

• ENGAGEMENT

  Direct students to the engagement section of their graphic organizers. Have students students view each of the three video clips that detail Bessie Margolin’s life before advocating cases before the Supreme Court, take notes, and answer each question. Direct students to prepare to present their findings with the class when finished.

• Clip #2: Early Life (2:38).

  • Describe Bessie Margolin’s early life, as stated in the clip.
  • What happened to Margolin in 1913, and what was she “groomed” to do?
  • According to Marlene Trestman, what impact did Margolin’s educational experiences have on her life?

• Clip #3: Law School to Government Service (2:10).

  • What did Bessie Margolin decide to do, and why did she feel “isolated?”
  • Why was it difficult for Margolin to find a job after graduating in June 1930, according to Marlene Trestman? Who aided her in the job search?
  • Who did Margolin “impress” at Yale, and what impact did this have on her career?
  • According to Trestman, for which agency did Margolin work upon moving to Washington, D.C.?

• Clip #4: TVA to the Labor Department (4:08).

  • Based on the clip, what work did James Lawrence Fly ask Bessie Margolin to do for the Tennessee Valley Authority?
  • What “no-nonsense advice” did Margolin share with her sorority sisters?
  • According to Marlene Trestman, what work did Margolin begin in March 1939?
  • Summarize how Margolin “paid her dues,” and how this led to her arguing her first case at the Supreme Court.

• APPLICATION

  Direct students to the application section of their graphic organizers. Have students students view each of the two video clips that detail Bessie Margolin’s experiences with the Supreme Court and related legislation, take notes, and answer each question. Direct students to prepare to present their findings with the class when finished.

• Clip #5: The Supreme Court (6:09).

  • Based on the clip, summarize what Supreme Court Justice Robert H. Jackson wrote to Bessie Margolin after her first argument at the Court.
  • What work did Margolin begin in May 1946, and what was her “primary role?”
  • To where did Margolin return in December 1946? According to Marlene Trestman, by the time of Margolin’s retirement, how many cases had she argued?
  • Why did Supreme Court justices “respect” Margolin? What evidence can be gained from the audio excerpts from 1955 & 1960?

• Clip #6: A Federal Judgeship (4:57).

  • What did Bessie Margolin “pursue” in the 1960s, and what “hurdles” did she face?
  • According to Marlene Trestman, what was the “silver lining?”
  • Based on the clip, what impact did Margolin have during her time at the Department of Labor?
  • Summarize the outcome of the Schultz v. Wheaton Glass Co. (1970) case. What “happened next,” according to the audio clip of Laurence Silberman?

• REFLECTION

  Direct students to the reflection section of their graphic organizers. Have students students view each of the two video clips that bring the lesson a close, take notes, and answer each question. Direct students to prepare to present their findings with the class when finished.

• Clip #7: Tribute (2:03).

  • Summarize former Supreme Court Chief Justice Earl Warren’s “tribute” to Bessie Margolin.
  • What was Margolin’s “great contribution,” according to Warren?

• Clip #8: Reflective Thoughts (1:59).

  • According to Marlene Trestman, what two things does the book title Fair Labor Lawyer refer to?
  • Based on the clip, for what would Bessie Margolin be “happy” about?

• CLOSURE

  After your students are finished with the reflective clips, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the life and contributions of Bessie Margolin, describe her lasting legacy on the United States. Be sure to include evidence from the video clips and your research to support your response.