United States Government and Politics Lesson Plan
Unit 5 The Judicial Branch
Teacher(s): Andrew Sellars
Grade Level: Twelfth Grade
Subject Area: American
Government Civics
Content Focus: The Judicial
Branch – The National Judiciary
(A)
Relevant
State and National Content Standards
National: National Standards for Social
Studies Teachers
State of Connecticut:
Connecticut
Social Studies Framework
Standard
I: Content Knowledge
Knowledge of concepts, themes, and
information from history and social studies is necessary to promote
understanding of our nation and our world.
Standard II:
History/Social Studies Literacy Skills
Competence in literacy, inquiry and research
skills necessary to analyze, evaluate and present history and social studies information.
Standard III:
Civic Engagement
Civic competence in analyzing historical
issues and current problems requires the synthesis of information, skills and
perspective.
Common Core State
Standards with English Language Arts and Social
Studies
.
(B) Learners’ Background
·
Students know that there are three branches of
government
·
Students know the difference between state,
local, and federal government
·
Students know and understand that the United
States Constitution is the Supreme Law of the Land
·
Students have studied the Executive Branch, and
the qualifications of members of the Executive Branch, and the powers granted
to the Branch thereof.
(C) Student Learning Objective (SWBAT- Students
Will Be Able To)
·
95% of the Students will be introduced to the
Federal Court System and examine the roles of the federal courts
·
85% of the Students will be able to identify the
criteria that determine whether a case is within the jurisdiction of a federal
court, and compare the types of federal court jurisdiction
(D) Materials & Teacher-developed Resources
Textbook
1.
Magruders American Government textbook
Websites
Software
3.
Keep It Current CD-ROM
a.
Includes government related projects by unit
4.
Social Studies
Skills Tutor
a.
Provides interactive practice in geographic literacy,
critical thinking and reading, visual analysis, and communications
Videos
5.
Magruder’s American Government Video Collection:
chapter by chapter video selections- purpose of this is to give an introduction
of the chapter
Equipment
6.
DVD/VCR
7.
Projector
8.
Computer
Other materials
9.
Extra writing utensils
10. Extra
paper
11. Extra
books
(E) Learning Activities (Teaching and Learning
Strategies with an Approximate
Timeline)
(1) Initiation
In this initiation sequence we
will be introducing the Unit on the Judicial Branch. With that we will begin on
the focus activity by writing this quote on the board.
Our
Constitution was not written in the sands to be washed away by each wave of new
judges blown in by each successive political wind. – Justice Hugo L. Black
(1970)
After students analyze this the class will then consider the following
questions dealing with the quotation. These questions will springboard us to a
general class discussion about students’ view of the Judicial Branch.
1. How
does Justice Black view the role of the Judiciary in interpreting the
Constitution?
2. Do
you agree with the statement? Why or why not?
(2) Development
Classroom Organization/Grouping
Patterns
The organization of the
classroom is shaped like a horse-shoe. This way it is easier to facilitate
debate and discussion. When there is a test going on desks can be easily moved
for student privacy.
Student Learning Activities (Note:
List the sequence of student activities and forms of class participation.)
1.
First students will come in and prepare for their “Do
Now” asking them to explain why the Constitution created a national judiciary,
and describe its structure.
2.
Check the guided practice for students
Teacher
Modeling Behaviors
1.
The teacher will write the objectives of the board
2.
The teacher will write the quote from Justice Hugo
Black on the Board
3.
The teacher will facilitate the discussion by asking
questions from the questions that promote student learning by asking questions
from the questions that promote students learning
4.
Teacher will begin the reading, and go around the horse
shape room (this way students do not feel that they are being “picked on”)
5.
The teacher will facilitate instruction by leading
class activities and encouraging discussion amongst students
Guided
Practice for Students
- Students
will come in and begin to work on their “Do Now”
- As a
class we will begin and finish reading Section One the National Judiciary
- Then
we will have a discussion according to the questions that promote student
learning
- We
will then move unto the closure activity
- If
there is time left in the period students will begin their homework
- The
students will outline the process for appointing federal judges
- List
the terms of office for federal judges and explain how their salary is
determined
Questions
to Promote Learning and Studying
- Why was there a need to create the
National Judiciary?
- What does it mean by the “dual court
system?”
- What is the difference between the
Article I and the Article III Courts under the United States Constitution?
- How does the Courts determine the
jurisdiction of a case?
- What are the four types of
jurisdiction under the National Jurisdiction?
- Why do you think some judgeships are
for life while others are only for fifteen years?
- What are the various Court officers
and what are their roles?
(3) Closure
- Remind
students that the National Judiciary has two types of courts.
- Have
students make a table showing the differences between the functions of the
courts and the judges who sit on them
1.
Homework
- Students
will complete the Section 1 Assessment questions 1-6
- In
preparation for the next lesson students will read pages 512-515 on The
Inferior Courts
(5) Independent
Work (optional)
(F) Evaluation of Student Learning
To test what
students have learned in their classroom instruction, they will receive a quiz
on this section.
(G) Modifications for Individuals Needing
Differentiated Instruction
1.
Students with needs of accommodations will receive
extra time on a quiz or test
2.
If there is a student who has a physical disability
students will have easy access around the classroom
3.
Students who may have ADHD will have more hands on
activities, and perhaps may be my classroom helper, will have the option of
taking walks around the hall to calm down
if needed
4.
If needed students will have the test read to them by
either the teacher or the co-teacher
(H) Teacher Reflection
Write a
reflection about the students' potential learning and your evaluation of this
lesson (or about the students’ actual learning and your evaluation if you teach
it).
United States Government and Politics Lesson Plan
Unit 5 The Judicial Branch
Teacher(s): Andrew Sellars
Grade Level: Twelfth Grade
Subject Area: American Government Civics
Content Focus: The Judicial Branch – The Inferior Courts
(B)
Relevant State and National Content Standards
National: National Standards for Social Studies
Teachers
State
of Connecticut:
Connecticut
Social Studies Framework
Standard I: Content Knowledge
Knowledge
of concepts, themes, and information from history and social studies is
necessary to promote understanding of our nation and our world.
Standard II: History/Social Studies Literacy
Skills
Competence
in literacy, inquiry and research skills necessary to analyze, evaluate and
present history and social studies information.
Standard III: Civic Engagement
Civic
competence in analyzing historical issues and current problems requires the
synthesis of information, skills and perspective.
(C)
Learners’
Background
- The
students were introduced to the Federal Court system
- The
Students were able to identify the criteria that determine whether a case
is within the jurisdiction of a federal court, and compare the types of
federal court jurisdiction
(C) Student Learning Objective (SWBAT)
- The
students will be able to explain the jurisdiction of constitutional and
legislative courts and
- The students will analyze the methods of
selecting judges
(D) Materials & Teacher-developed Resources
Textbook
12. Magruders American Government textbook
Websites
Software
14. Keep It Current CD-ROM
a. Includes government related projects by unit
15. Social Studies Skills Tutor
a. Provides interactive practice in geographic
literacy, critical thinking and reading, visual analysis, and communications
Videos
16. Magruder’s American Government Video
Collection: chapter by chapter video selections- purpose of this is to give an
introduction of the chapter
Equipment
17. DVD/VCR
18. Projector
19. Computer
Other
materials
20. Extra writing utensils
21. Extra paper
22. Extra books
(E) Learning Activities (Teaching and Learning
Strategies with an Approximate
Timeline)
(1) Initiation
- Students
will be introduced with a video “How to Understand the American Judicial
System” on YouTube http://www.youtube.com/watch?v=UDqc2it41-4
- In
this initiation sequence we will explain that the legislative courts deal
with matters involving congressional powers. Constitutional courts handle
federal and civil and criminal cases, appeals for such cases, and cases
involving tariffs.
- Make
the point that federal judges are appointed with the advice and consent of
the Senate.
- Make
the point that the President appoints the judges in the fashion that they
do because they wish to have their own point of view reflected in the
courts, both during and after their administration.
- For
the initiation activity ask the students of the pros and cons of lifetime
appointments.
(2) Development
Classroom Organization/Grouping
Patterns
The organization of the classroom is shaped like a horse-shoe. This way
it is easier to facilitate debate and discussion. When there is a test going on
desks can be easily moved for student privacy.
Teacher Modeling Behaviors
6.
The teacher will write the question on the board “why
was the baseball strike of 1994 and 1995 resolved in federal court, rather than
state court?”After students attempt to answer this question, the teacher will
give the answer that because the case involved interstate business and citizens
of different states.
7.
The teacher will facilitate the discussion by asking
questions from the questions that promote student learning by asking questions
from the questions that promote students learning
8.
The teacher will facilitate instruction by leading
class activities and encouraging discussion amongst students
Guided
Practice for Students
Cooperative Group Work Creating
Criteria:
- The
students will review the criteria usually considered by presidents in
making appointments to the federal bench.
- The class
will be organized into six groups
- Tell
the groups that they are charged with designing a system for improving the
method of appointing federal judges
- Have
the groups brainstorm criteria for nominating federal judges and a
procedure for presidents to follow to identify possible appointees.
- Have
the group representatives present their ideas to the class (in front of
room)
- One
or more of the members from each group should make charts or other visuals
to illustrate the presentation
- The
roles of the students will be the writer, researcher, representative, and
facilitator
Questions
to Promote Learning and Studying
- In
this section the students will be asked questions that will make them
differentiate between the Constitutional Courts and the Legislative Courts
- A
man challenges the IRS ruling disallowing a deduction on this tax return,
does it go to a legislative court or a tax court?
- The
man from the previous question loses his case and appeals does that go to
a constitutional court or the court of appeals?
- A
woman is arrested for robbery in Washington D.C., does the case get
referred to a legislative court, or the District of Columbia courts (i.e.
The Superior Court of the District of Columbia)?
- A
man challenges a denial of a patent on an invention, does that go to a
constitutional court or the court of appeals?
(3) Closure
- Call
on volunteers to share their ideas for changing the way that Federal
judges are appointed.
- Write
all ideas on the SmartBoard
- Then
discuss those ideas as a class
2.
Homework
- Students
will analyze the Primary Source on Choosing Federal Judges
- Then
they will answer the following questions
- According
to the author, how did the Founding Fathers feel about giving the
President the power to appoint federal judges?
- How
does the nomination process reflect the principal of the separation of
powers?
- Many
people believe that a judicial nominee should not be pressured to give his
or her opinions on Constitutional issues before the nominee takes a seat
as a judge. How would the author respond?
(5) Independent
Work (optional)
(F) Evaluation of Student Learning
- Assign
the Section 2 review as an in class activity
(G) Modifications for Individuals Needing
Differentiated Instruction
5.
Students with needs of accommodations will receive extra
time on a quiz or test
6.
If there is a student who has a physical disability students
will have easy access around the classroom
7.
Students who may have ADHD will have more hands on
activities, and perhaps may be my classroom helper, will have the option of
taking walks around the hall to calm down
if needed
8.
If needed students will have the test read to them by
either the teacher or the co-teacher
(H) Teacher Reflection
Write a
reflection about the students' potential learning and your evaluation of this
lesson (or about the students’ actual learning and your evaluation if you teach
it).
(I)
Supplemental
Information (Lecture Notes)
a.
Although Presidents have the power to select federal
judges, Congress can block these selections
b.
After the Presidential Election of 1996 President Bill
Clinton had the power to fill more than half of all federal district court and
court of appeals court posts of his choosing.
c.
The chairperson of the Senate Judiciary Committee
Subcommittee of the Administrative and Oversight and the Court, however,
blocked 92 judges Clinton had earlier nominated and held only a few hearings on
many of the new jurists nominated by the President
d.
The federal district courts were created by Congress as
trial courts for both civil and criminal cases
e.
In criminal cases, there are two types of juries: a
grand jury, which hears charges against a person accused of a crime; and a
petit or trial jury, which weighs the evidence presented in trial
f.
District Courts carry the main burden of the federal
cases
g.
In the vast majority of cases, district court render
the final decision
h.
Many appointed officials provide services for the
District Court
i.
The 12 courts of appeals ease the appellate workload of
the Supreme Court
j.
The courts of appeals may decide to uphold the original
decision, reverse the decision, or send the case back to the original court to
be tried again
k.
The Court of International Trade hears cases dealing
with tariffs
United States Government and Politics Lesson Plan
Unit 5 The Judicial Branch
Teacher(s): Andrew Sellars
Grade Level: Twelfth Grade
Subject Area: American
Government Civics
Content Focus: The Judicial
Branch – The Special Courts
(A)
Relevant
State and National Content Standards
National: National Standards for Social
Studies Teachers
State of Connecticut:
Connecticut
Social Studies Framework
Standard
I: Content Knowledge
Knowledge of concepts, themes, and
information from history and social studies is necessary to promote understanding
of our nation and our world.
Standard II:
History/Social Studies Literacy Skills
Competence in literacy, inquiry and research
skills necessary to analyze, evaluate and present history and social studies
information.
Standard III:
Civic Engagement
Civic competence in analyzing historical
issues and current problems requires the synthesis of information, skills and
perspective.
(B) Learners’ Background
·
Students have been introduced to the hierarcy of
the Federal Court Systems
·
Students understand the principle of federalism
between National and State Courts
·
Students have been introduced to the functions
of the United States District Courts and the United States Circuit Courts of
Appeals
(C) Student Learning Objective
The
students will be able to…
- Explain
how a citizen may sue the government in the Federal Court of Claims, and
what cases are brought to the Tax Court
- Examine
the roles of the territorial court and the District of Columbia Courts
- Contrast
the functions of the Court of Appeals for the Armed Forces and the Court
of Appeals for Veterans Claims
(D) Materials & Teacher-developed Resources
Textbook
23. Magruders American Government textbook
Websites
Software
25. Keep It Current CD-ROM
a. Includes government related projects by unit
26. Social Studies Skills Tutor
a. Provides interactive practice in geographic
literacy, critical thinking and reading, visual analysis, and communications
Videos
27. Magruder’s American Government Video
Collection: chapter by chapter video selections- purpose of this is to give an
introduction of the chapter
Equipment
28. DVD/VCR
29. Projector
30. Computer
Other
materials
31. Extra writing utensils
32. Extra paper
33. Extra books
(E) Learning Activities (Teaching and Learning
Strategies with an Approximate
Timeline)
(1) Initiation
·
Ask students what the difference is between a
book about Mars and a set of encyclopedias
·
Elicit that the book has a very narrow scope
relative to the encyclopedias (although it goes into greater depth about Mars)
·
Explain that in this section, students will read
about the special courts, which have a very narrow scope, or jurisdiction,
compared to the Constitutional Courts
(2) Development
Classroom Organization/Grouping
Patterns
The organization of the
classroom is shaped like a horse-shoe. This way it is easier to facilitate
debate and discussion. When there is a test going on desks can be easily moved
for student privacy.
Student Learning Activities (Note: List the sequence of student
activities and forms of class participation.)
1.
Students will begin work on their “Do Now” vocabulary
builder by asking them what the difference between a civilian tribunal and a
court-martial.
2.
Students will copy the objectives from the board
3.
Students will participate in the lecture and discussion
Teacher
Modeling Behaviors
1.
The teacher will facilitate the discussion by asking
questions from the questions that promote student learning by asking questions from
the questions that promote students learning
2.
The teacher will facilitate instruction by leading
class activities and encouraging discussion amongst students
Guided
Practice for Students
1.
Students will create a graphic organizer
2.
In order to make sure that students understand the main
points of the section, they will create a tree map graphic organizer
3.
They will use the tree map to record all the courts,
and their functions, that are part of the Special Court System
Questions
to Promote Learning and Studying
1.
Explain the statement: The special courts have a very
narrow jurisdiction
2.
What does it mean to seek redress in a court?
3.
Why do you think Congress has seen a need to create
special courts instead of sending all federal cases to the regular courts?
4.
Why, do you think, did Congress establish a civilian
tribunal to hear appeals of serious courts-martial convictions?
(3) Closure
- Remind
students that Congress set up the Special Courts to deal with some
subjects covered by the expressed powers of Congress.
- Have
students list each court, and its function, and the Congressional Power to
which it is related
- The
above may be added to the graphic organizer
3.
Homework
- For
homework students will complete the section assessment
- Then
students will continue to read on about the Supreme Court of the United
States
(5) Independent
Work (optional)
(F) Evaluation of Student Learning
Assessment:
- Students
will create a brochure on the Special Courts.
- The
brochure should include a brief description of each of the special’s court
functions and its history, including changes in its name.
- The
rubric of this assessment is attached to the lesson plan
(G) Modifications for Individuals Needing
Differentiated Instruction
(H) Teacher Reflection
Write a
reflection about the students' potential learning and your evaluation of this
lesson (or about the students’ actual learning and your evaluation if you teach
it).
(I)
Supplemental
Information (Lecture Notes)
a.
Overtime, Congress has enlarged the structure of the
Federal Court System
b.
By creating the special courts to handle the cases that
are outside of the mainstream Judicial process
c.
Each of these courts have a very narrow mainstream
jurisdiction
d.
The United States Court of Appeals for the Armed
Forces, and the United States Court of Appeals for Veterans’ Claims sound
similar, but have very different functions
e.
The Special Federal Courts are as followed
i.
The Court of Federal Claims
ii.
The Territorial Courts: Congress created these courts for
the Nation’s territories
1.
United States District Court for the District of Guam
2.
United States District Court for the District of the
Northern Mariana Islands
3.
United States District Court for the District of The
U.S. Virgin Islands
4.
Note: the
United States District Court for the U.S. Virgin Islands appeals its cases to
the United States Court of Appeals for the Third Circuit, and the United States
District Courts for the Northern Mariana Islands and Guam appeals its cases to
the United States Court of Appeals for the Ninth Circuit
iii.
The District of Columbia Courts
1.
Congress established two types of Courts for the
District of Columbia
2.
State Courts
a.
District of Columbia Superior Court (Trial Court)
b.
District of Columbia Court of Appeals (Highest State
Court)
3.
Federal Court
a.
United States District Court for the District of
Columbia
b.
United States Court of Appeals for the District of
Columbia Circuit (Not to be confused with the District of Columbia Court of
Appeals)
4.
Note
Congress had the ultimate authority over the District of Columbia
iv.
The Court of Appeals for the Armed Forces
v.
Military Commissions
vi.
The Court of Appeals for Veteran Claims
vii.
The United States Tax Court
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Teacher(s)
Comments:
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by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)
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United States Government and Politics Lesson Plan
Unit 5 The Judicial Branch
Teacher(s): Andrew Sellars
Grade Level: Twelfth Grade
Subject Area: American
Government Civics
Content Focus: The Judicial
Branch – The Supreme Court of the United States
(D)
Relevant State and National Content Standards
National: National Standards for Social
Studies Teachers
State of Connecticut:
Connecticut
Social Studies Framework
Standard
I: Content Knowledge
Knowledge of concepts, themes, and
information from history and social studies is necessary to promote understanding
of our nation and our world.
Standard II:
History/Social Studies Literacy Skills
Competence in literacy, inquiry and research
skills necessary to analyze, evaluate and present history and social studies
information.
Standard III:
Civic Engagement
Civic competence in analyzing historical
issues and current problems requires the synthesis of information, skills and
perspective.
(B) Learners’ Background
·
Students have been introduced to the National
Judiciary
·
Students have been introduced to the Inferior
Courts and their jurisdiction these include the United States District Courts,
and the United States Circuit Court of Appeals
·
Students have been introduced to the Special
Courts, and they understand that these courts have a narrower jurisdiction;
these courts are based upon special subject matter, U.S. territories ex.
Northern Mariana Islands, and the District of Columbia Courts
(E)
Student
Learning Objective
·
Students will be able to learn about the scope
of the Supreme Court’s Jurisdiction
·
Students will understand how the Supreme Court
operates and reaches its decisions
·
Students will be able to understand the concept
of Judicial Review
(D) Materials & Teacher-developed Resources
Textbook
34. Magruders
American Government textbook
Websites
Software
36. Keep
It Current CD-ROM
a.
Includes government related projects by unit
37. Social Studies Skills Tutor
a.
Provides interactive practice in geographic literacy,
critical thinking and reading, visual analysis, and communications
Videos
38. Magruder’s
American Government Video Collection: chapter by chapter video selections-
purpose of this is to give an introduction of the chapter
Equipment
39. DVD/VCR
40. Projector
41. Computer
Other materials
42. Extra
writing utensils
43. Extra
paper
44. Extra
books
(E) Learning Activities (Teaching and Learning
Strategies with an Approximate
Timeline)
(1) Initiation
1.
Check the prior knowledge of the students by writing
these questions on the board…
a.
How many justices are on the court?
b.
Where is the Supreme Court located?
c.
Must the Court decide cases by a unanimous vote?
(2) Development
Classroom Organization/Grouping Patterns
The organization of the
classroom is shaped like a horse-shoe. This way it is easier to facilitate
debate and discussion. When there is a test going on desks can be easily moved
for student privacy.
Student Learning Activities (Note: List the sequence of student
activities and forms of class participation.)
- Do
Now
- Instruction
- Discussions
- Closure
Activity
- Begin
preparation of legal briefs
Teacher
Modeling Behaviors
- The
teacher will guide students through the instruction and presentation of
the lesson
- The
teacher will write the objectives on the board
- The
teacher will facilitate the discussion with the students about the Supreme
Court of the United States
- The
teacher will ask questions of the students from the section of promoting
learning and studying
Guided
Practice for Students
- Students
will copy objectives from the board.
- Students
will prepare for their “Do Now”
- The
students will then participate in reading and discussion concerning the
Supreme Court of the United States
Questions
to Promote Learning and Studying
- How
are judges appointed to the Supreme Court?
- How
long do Justices serve on the Supreme Court?
- What
power does Judicial Review give to the Supreme Court?
(3) Closure
·
Remind students that the Supreme Court of the
United States is the most powerful court in the United States.
·
Have the students to write five questions about
the powers, process of case selection, and operation of the Supreme Court.
·
Have them answer the questions with a classmate.
4.
Homework
- Students
will prepare for Lesson 5
- Students
will prepare their court briefs in preparation of the Moot Court Activity
(5) Independent
Work (optional)
(F) Evaluation of Student Learning
- Students
will answer questions in the Chapter Review in preparation of the test
- Using
knowledge that students have learned from the past four lessons, students
will prepare for their Moot Court exercise
- This
will be their major evaluation concerning their unit
(G) Modifications for Individuals Needing Differentiated
Instruction
(H) Teacher Reflection
Write a
reflection about the students' potential learning and your evaluation of this
lesson (or about the students’ actual learning and your evaluation if you teach
it).
(I)
Supplemental
Information (Lecture Notes)
a.
The Supreme
Court
i.
Judicial Review
1.
Established in
the landmark case Marbury vs. Madison (1803)
2.
Supreme Court
may declare laws unconstitutional
ii.
Jurisdiction
1.
Appellate (most
common)
2.
Original on cases involving States or public
ministers
iii.
How Court
operates
1.
Reviews cases by
hearing oral arguments and reading briefs
2.
Nine Justices
are appointed for life by the President
3.
Court decisions
reached by a majority vote
4.
Opinions written
to explain decisions
United States Government and Politics Lesson Plan
Unit 5 The Judicial Branch
Teacher(s): Andrew Sellars
Grade Level: Twelfth Grade
Subject Area: American
Government Civics
Content Focus: Making the
Case
(F)
Relevant State and National Content Standards
National: National Standards for Social
Studies Teachers
State of Connecticut:
Connecticut
Social Studies Framework
Standard
I: Content Knowledge
Knowledge of concepts, themes, and
information from history and social studies is necessary to promote understanding
of our nation and our world.
Standard II:
History/Social Studies Literacy Skills
Competence in literacy, inquiry and research
skills necessary to analyze, evaluate and present history and social studies
information.
Standard III:
Civic Engagement
Civic competence in analyzing historical
issues and current problems requires the synthesis of information, skills and
perspective.
(B) Learners’ Background
·
Students have learned about the National
Judiciary
·
Students have discussed the Inferior Courts
·
Students have discussed the Special Courts
·
Students have discussed the Supreme Court of the
United States
·
Students learned how to write a brief, and
learned about the elements of an oral argument
(C) Student Learning Objective
The
student will be able to…
- Taking
everything students have learned about the Federal Court system, and
Constitutional principles, students will be able to argue a case dealing
with the Constitution of the United States.
(D) Materials & Teacher-developed Resources
- Legal
Briefs
- Book
“Making Your Case” written by Justice Antonin Scalia and Bryan
Garner
- Teacher
will draw excerpts from this book
(E) Learning Activities (Teaching and Learning
Strategies with an Approximate
Timeline)
(1) Initiation
- Immediately
turn the students’ attention to the cases
- Have
students meet in groups
- Students
will be reminded that their briefs must be turned in
- Students
will be able to review their briefs
(2) Development
Classroom Organization/Grouping Patterns
- The
classroom will be in the shape of a courtroom
- The
teacher’s desk will be the “Bench”
- There
will be two tables at the front of the classroom
- These
will represent the Petitioner and Respondent areas
Student Learning Activities (Note: List the sequence of student
activities and forms of class participation.)
- Students
were assigned a group of about four students
- In
the group students will choose which two will be the Petitioner and the
Respondent
- Students
then prepare, and will argue their case before the Honorable Judge Andrew
Sellars
Teacher
Modeling Behaviors
- The
teacher will act as the Judge
- The
teacher will be able to ask questions from the Bench as the students make
their case
Guided
Practice for Students
- The
teacher will assign a case of significance about the Constitution of the
United States
- Students
will go over their briefs, and prepare the argument
- After
preparations students will begin their oral argument
- In
this there are no winners or losers, just how well students prepared, and
presented their oral arguments
Questions
to Promote Learning and Studying
Below are sample questions
- What
significance does your case have to Constitutional Law?
- Do
we have the authority to hear your case?
- Council,
how does this case stand out from previous decided cases?
- Council,
given how the courts are burdened for time, and the importance of cases
that courts decide for example, property, custody, life and death, what
makes your case so important to be heard before us?
(3) Closure
·
Give students feedback about their cases
·
Remind students of the importance of oral
argument
·
Remind students how the decisions of Judges have
made major impacts to Government/Politics, and United States History
5.
Homework
1.
Students will write a reflection of their case
2.
Students must study for their test on Monday
(5) Independent
Work (optional)
(F) Evaluation of Student Learning
·
The major assessment will be that the students
will argue their case
·
Final Unit Assessment: Students will receive a
Unit Test about the Federal Court System (See Attached)
(G) Modifications for Individuals Needing Differentiated
Instruction
(H) Teacher Reflection
Write a
reflection about the students' potential learning and your evaluation of this
lesson (or about the students’ actual learning and your evaluation if you teach
it).
(I)
Supplemental
Information (if needed)
a.
Petitioner:
the loser from below asking the higher court to hear the case
i.
In this
instance the one who was the Defendant below might act as the Plaintiff in this
case
b.
Respondent:
the winner from below, who must respond to the case
i.
In this
instance the one who was the Plaintiff below might act as the Defendant in this
case
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Sellars High School
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Oral Argument Rubric
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Name:
________________________
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Teacher: Andrew
Sellars
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Date Submitted:
____________
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Title of Work:
___________________
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4
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3
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2
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1
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Movements
seemed fluid and helped the audience visualize.
|
Made
movements or gestures that enhanced articulation.
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Very
little movement or descriptive gestures.
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No
movement or descriptive gestures.
|
____
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Eye Contact
|
Holds
attention of entire audience with the use of direct eye contact.
|
Consistent
use of direct eye contact with audience.
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Displayed
minimal eye contact with audience.
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No
eye contact with audience.
|
____
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Student
delivers open and closing remarks that capture the attention of the
audience and set the mood.
|
Student
displays clear introductory or closing remarks.
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Student
clearly uses either an introductory or closing remark, but not both.
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____
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Pacing
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Good use of drama and student
meets apportioned time interval.
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Delivery is patterned, but does
not meet apportioned time interval.
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Delivery is in bursts and does
not meet apportioned time interval.
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Delivery is either too quick or
too slow to meet apportioned time interval.
|
____
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Poise
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Student
displays relaxed, self-confident nature about self, with no mistakes.
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Makes
minor mistakes, but quickly recovers from them; displays little or no
tension.
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Displays
mild tension; has trouble recovering from mistakes.
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Tension
and nervousness is obvious; has trouble recovering from mistakes.
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____
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Voice
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Use of fluid speech and
inflection maintains the interest of the audience.
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Satisfactory use of inflection,
but does not consistently use fluid speech.
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Displays some level of
inflection throughout delivery.
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Consistently uses a monotone
voice.
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____
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Total---->
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____
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