The 2020 site overhaul and expansion was made possible by support from the Supreme Court Historical Society, the National Endowment for the Humanities, and Street Law, Inc.
This project was led by Cathy Ruffing, Street Law's Senior Director, Teacher Professional Development and Curriculum, with the contributions of fellow Street Law staffers Allison Hawkins, Jen Wheeler, Erica Wang, and Ben Marks. Street Law Executive Director Lee Arbetman provided critical content review. Law student interns, Rebecca Sachs and Lillian Zhou, helped develop new content for the site.
We are grateful to the Supreme Court Historical Society Trustees and Program Committee Members who shared their deep knowledge and expertise by reviewing content for both legal and historical accuracy. Thank you also to Jennifer Lowe, the Supreme Court Historical Society's Director of Programs and Strategic Planning, for the important role she played in the review.
We worked with a talented team of teacher consultants who reviewed existing learning activities and helped developed new ones (read teacher bios
- Dan Bachman - A.P. U.S. Government and A.P. Comparative Government teacher, Massapequa High School, Massapequa, NY
- Elizabeth Evans - Educational consultant; former AP Government and Politics and 8th grade AMS Social Studies teacher, Basha High School, Chandler, AZ
- Stacy Farrar - Springbrook High School, Silver Spring, MD
- Kim Grosenbacher - A.P. U.S. Government, Dual Credit U.S. Government and A.P. Research teacher, Samuel V. Champion High School, Boerne, TX
- Heather Hingston - A.P. U.S. Government, U.S. History, and Civics, and World Geography teacher, Newark Charter High School, Newark, DE
- Jennifer Laskin - attorney, advocate, and educator in the Justice, Law and Society Program, Springbrook High School, Silver Spring, MD
- Lauren LeBato - A.P U.S. Government Gifted teacher, Alfred M. Barbe High School, Lake Charles, LA
- Kellye Self - U.S. Government and A.P. U.S. Government & Politics teacher, Hoover High School, Hoover, AL
- Benwari Singh - A.P. U.S. Government and A.P. Comparative Politics teacher, Cherry Creek High School, Denver, CO
- Rebecca Small - High School Advanced Academics Programs Specialist for Fairfax County (VA) Public Schools
Under the guidance of Associate Professor Jeremy Stoddard, University of Wisconsin-Madison graduate student Lauren Bagwell conducted research to help us identify cases mentioned in the social studies standards throughout the country.
Finally, thank you to all of the teachers in the Street Law network who provided feedback on how they use the site. This project was designed, largely, to respond to your valuable input and to create a better LandmarkCases.org for you all. We hope you like the new 2020 version of LandmarkCases.org!
The 2010 site update was made possible by the Supreme Court Historical Society—our funder and partner in this program from the beginning.
Throughout 2009–2010, many people helped Street Law improve the content of landmarkcases.org. Under the guidance of Assistant Professor Jeremy Stoddard, William and Mary graduate student John McLaughlin updated research to help us identify cases mentioned in the social studies standards throughout the country. Jennifer Farrar, a law school student at William and Mary, drafted the new decision summaries, which were reviewed by Tom Krattenmaker and Louis Lieto of Wilson Sonsini Goodrich & Rosati. Jennifer Conlon, a lawyer and teacher at Maine East High School (Park Ridge, IL), suggested several ways to adapt the teaching activities to various learners.
At Street Law, Allison Hawkins oversaw the site redesign with the help of Herb Caudill at CaudillWeb. Together with Allison, Amaly Snowdon and Megan Hanson edited, formatted, and organized the various content components to make them more appealing and user-friendly. Lena Morreale Scott updated many of the teaching materials, focusing in particular on offering ideas to teachers about how to effectively differentiate instruction for a variety of learning needs and styles.
Special thanks to our publisher, Glencoe/McGraw-Hill, for assuring a wide audience for these materials by linking to www.landmarkcases.org from its many social studies textbook web sites.
Thanks to the high school teachers from across the country—many of whom have attended our Supreme Court Summer Institutes or Seminars—who have given us helpful feedback on the site and shared these materials with their students and colleagues.
In 2004, Street Law hired Jeremy Stoddard, a doctoral student at the University of Wisconsin in Madison, to conduct updated research to help identify additional cases for the site. Roe v. Wade and Korematsu v. US were added due to their specific mention in a significant number of state social studies content standards.
The updated edition of landmarkcases.org was made possible by the Supreme Court Historical Society, McGraw-Hill/Glencoe, and the SBC Foundation.
Once again we turned to expert educators Stacy Farrar and Jennifer Brandsberg-Engelmann, our lead content experts for the original cases, for help with the new material.
Kelly Koscuiszka, a law student at Georgetown University Law Center, and Stephanie Schlatter, a law student at Western New England School of Law, also contributed.
Tom Krattenmaker of the Federal Trade Commission provided expertise in terms of legal and historical accuracy.
At Street Law, Inc., Megan Hanson took the lead in bringing this project to completion. She provided a complete edit of the materials, served as liaison with our publisher, and took care of all the little things that have to be done to complete a project of this complexity.
In 1998, Dr. Diana Hess, assistant professor of education at the University of Wisconsin-Madison, and Nancy McCullough, a Montgomery County (MD) Public Schools government teacher, each came to Street Law with an idea for a web site featuring Supreme Court cases and concepts that would adhere to state social studies standards. Anand Marri, Dr. Hess' doctoral student, provided research on state standards that helped in the identification of the cases
The fifteen cases and accompanying teaching materials were developed by a talented writing team comprised of Montgomery County (MD) high school social studies teachers:
Jennifer Brandsberg-Engelmann, First lead content developer
Walter Johnson High School, Bethesda, MD
Stacy Farrar, Second lead content developer
Blair High School, Silver Spring, MD
Dave West, Blair High School, Silver Spring, MD
Margarita Borquez, Blair High School, Silver Spring, MD
Steve Miller, Walter Johnson High School, Bethesda, MD
Jennifer Souder, Watkins Mill High School, Gaithersburg, MD
The overall design of the web site reflects the creative work of Michael Logan, webmaster at Street Law, Inc. All the educators mentioned above reviewed and provided input on the design and features of the site.
Our organizational partners in the development of this site were the Supreme Court Historical Society (SCHS) and Glencoe/McGraw-Hill. A grant from the Hazen Polsky Foundation to SCHS supported both the initial study that made the site possible and the completion of the first half of the site's materials. SCHS recruited a team of legal reviewers to ensure the accuracy of the materials consisting Barbara Bridges, Tarlton Law Library of the University of Texas at Austin, and Patricia Evans, Library of the Supreme Court of the United States. SCHS also engaged Savina Lambert to obtain the permissions required to post various pieces of the web site's content.
Thomas G. Krattenmaker from the Washington, DC office of Mintz Levin served as the legal/historical reviewer of the answers to the background questions.
Glencoe/McGraw-Hill, publisher of the Street Law textbook, provided funding for this project. The Glencoe Social Studies Technology Team and McGraw-Hill New Media provided assistance with copy-editing and formatting of the site content.
Street Law staff members and law student research assistants who contributed to the development of the site, include Matt Kavanagh, June Marshall, and Sarah Shapiro.