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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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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