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Direct Instruction Author: Grace Wasserman modified by Brianna Campbell Date Created: 30 January 2013 Subject(s): Civics Topic

or Unit of Study (Title): Unit 4 Chapter 12 Grade Level: 10 Materials: Computer with internet, projector, You Be the Judge Handout, Computer Lab with internet Summary (and Rationale): The Supreme Court has decided on cases that have shaped the Constitution and the rights we are given through it. I. Focus and Review (Establish Prior Knowledge): Students need prior knowledge of the Constitutions supremacy, the Bill of Rights contents, structure of our state and federal court system, and the role and procedures of the U.S. Supreme Court II. Statement of Instructional Objective(s) and Assessments: Objectives
The learner will participate in a simulation of a Supreme Court Proceeding after researching an assigned case as a group. The learner will answer 8 out of 9 questions right on a fill in the blank quiz after participating in the You Be the Judge activity and completing the Supreme Court Dominos activity for homework.

Assessments
Mock Trial Supreme Court Dominos Fill in the blank quiz

State the objective: [1 minute] Assessment: [10 minutes] III. Teacher Input (Present tasks, information and guidance): [10 minutes] 1. Begin the lesson by asking the students, The 8th amendment protects us from what kind of punishment? Once they answer, cruel and unusual, discuss whether or not the death penalty is considered cruel and unusual. Since responses will vary based upon personal perspectives, tell the students this illustrates how the U.S. Constitution/Bill of Rights is open to interpretation, and how we need our courts to interpret questions raised by us concerning the meaning of our laws. 2. At this point, tell the students they are going to take on the role of Supreme Court Justices by looking at some real-life cases that have come to the high court as a result of differing interpretations by the parties involved but first they have to research a case given to them so that they can argue it tomorrow. 3. Take students to the computer lab. 4. Divide the students into odd-numbered groups in order to get a majority decision. 5. Each group chooses a student to act as Chief Justice. This person acts in much the same capacity as a true Chief Justice by guiding discussion, calling for a vote, assigning a justice to write the majority opinion. 6. Another group will argue for and against their assigned case. Each person will be assigned a part in the proceedings. (Jurisdiction, Opening Arguments, and Rebuttal)

7. Give each group a You Be the Judge handout 8. Tell the students that they will begin with the case of Tinker v. Des Moines. Briefly walk through the process. Before the students find the majority decision the court reached, pose the question: Should symbols (what a person wears, hairstyles, tattoos, etc.) be considered free speech as established in the First Amendment? For example, as a protest against the United States involvement in the Vietnam War, 3 teenagers wore black armbands with peace symbols to school. Further explain that the students were suspended for violating a school rule which forbade the armbands, and how this case and the issue of free speech made its way to the U.S. Supreme Court. 9. At this point, ask the students in audience groups how they think the Court should rule. Give the justices a few minutes to discuss, vote, and write a brief majority opinion explaining why they reached their decision. Tally the results using the overhead, briefly asking a couple of the chiefs to explain their reasoning. 10. Have them read through the case and compare their decision with the Supreme Court decision. IV. Guided Practice (Elicit performance) [90 minutes/70 minutes] 1. Students will research facts of their assigned case. 2. Have the students continue using other selected cases that touch on a variety of Constitutional issues especially those that are still debated. For example: a. Mapp v. Ohio b. New Jersey v. TLO c. Hazelwood v. Kuhlmeier d. Korematsu v. United States e. Gideon v. Wainwright f. Miranda v. Arizona g. Texas v. Johnson V. Closure (Plan for maintenance): Have students discuss why they think the Constitution has been amended. [5 minutes] VI. Independent Practice: Students will complete the Supreme Court Dominos Worksheet [20 minutes] STANDARDS: CE.C&G.2.1 Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.). CE.C&G.3.1 Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law (e.g. the Fourteenth Amendments, Americans with Disabilities Act, equal opportunity legislation). HS.TT.1 Use appropriate technology tools and other resources to access information (multidatabase search engines, online primary resources, virtual interviews with content experts). Plans for Individual Differences: Flexible Grouping and Interest Based Grouping References (APA style):

Wasserman, Grace. "The Bill of Rights and the U.S. Supreme Court." LEARN NC. Web. 22 Apr. 2013. <http://www.learnnc.org/lp/pages/3575>.

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