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Teacher: Wymore/ Martinez/ Chacon

Date: Feb. 24/25

School: Blevins
Content Area: Social Studies
Title: Judicial Branch
Lesson #:8 of 11
Co-Teaching Strategy: 1 Teach 1 Assist

Grade Level: 8

Content Standard(s) addressed by this lesson:

Civics 4.1 Analyze elements of continuity and change in the United States government and the
role of citizens over time.
Civics 4.2 The place of law in a constitutional system.
History Standard 1.2. The historical eras, individuals, groups, ideas and themes from the origins
of the American Revolution through Reconstruction and their relationships with one another
Inquiry Questions:
Why do people create governments and laws?
Concepts and skills students master:
Secondary source document analysis.
The process and application of Judicial Review
How the supreme court functions

Evidence Outcomes:
Every student will be able to:
I can draft the process of a Supreme Court ruling.
I can explain three Supreme Court cases regarding civil rights.

Assessment of Evidence Outcomes: Supreme court case flow chart

Supreme court case document summary and analysis worksheet.

Planned Lesson Activities

Activity Name

Judicial Branch

Approx. Time

1 hour 15 minutes

Anticipatory Set

(Select the most
teaching model.)
-direct instruction
-concept teaching

We begin the class by showing off a video that deals with the
current event of the presidential nomination of a supreme court
justice and the issues and controversy surrounding it.

Includes: Input, Modeling and Checking for Understanding

Presentation model for the initial half of class and cooperative
learning for the latter half.
Input: LTs/RAPs about the issues surrounding replacing supreme
court justices. Students will identify a number of issues that may
come up when Obama attempts to nominate a new justice.
Modeling: Marriage Equality supreme court case flow chart.
Students fill it out while we model it on the overhead.
Checking for Understanding: Students are assigned 1 of 3
landmark supreme court decisions and must adequately
summarize the case in order to successfully present the details
and outcome to the class.
Questioning Strategies:
Remembering: When did the particular supreme court decision
happen? Understanding: Who did this decision directly and
indirectly impact. Applying: In what way do these cases reflect
modern day supreme court cases? Analyzing: How did these
cases set precedent for modern day supreme court cases?

Teaching Strategy:
Guided Practice

RAP 32: Students will answer questions after watching a video on

supreme court justice nominations.
Flowchart: Students will fill out a flow chart on the process of how
a case gets to and goes through the supreme court. Students will
need to be paying attention to verbal and visual cues as i
complete the flowchart on the overhead projector.

Teaching Strategy:

Following the RAP and flowchart activity, the students will have to
access their document analysis skills, as they will be required to
read a document based on a landmark supreme court decision.
After successfully finishing their document, they will construct a
summary that will adequately inform their peers of the case they
were assigned.
Who did the case involve?
What happened in this case?

Where did this case originate?

Why is this case important? (what was the lasting effect?)
When did this case take place?
How did the supreme court rule?

To close students will present their supreme court case

summaries and reflect on their learning targets for the day.


Supreme Court Chart. Key + Handouts

Supreme court cases worksheet + 3 articles on Plessy V
Ferguson, Brown V Board, Dredd Scott.
Replacing a supreme court justice youtube video



Students having issues with focus will be given a filled out flow
chart and be asked to highlight instead.
The 3 articles about supreme court cases will be assigned to
students based on skill.
The summary portion will also be created in a skeleton notes
fashion for lower level students.
Completion of the Marriage Equality supreme court case flow
A thorough and accurate summary of their assigned supreme
court case (Plessy v Ferguson, Brown v Board, Dredd Scott).
Presentation of the case to members of a group who completed a
different case

Post Lesson Reflection

1. To what extent were lesson objectives achieved?

The purpose of this lesson was to learn how a case makes its way to and through the
Supreme Court. We used a flow chart of the Obergefell v. Hodges case to reach this
objective. This case is relevant to students and was effective in examining how
controversial cases are selected and debated among the Supreme Court Justices. The
other piece of the lesson, where students analyzed historic cases in regards to Civil
Rights further elaborated on how Supreme Court Justices and American sentiment can
affect cases. I think both piece of the lesson had relevancy and properly achieved the

2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?
If I were to teach this lesson again I dont know what I would change. The video at the
start of the lesson which showed the immediate reaction to the Obergefell v. Hodges
case worked as a great hook and the case chosen made the flow chart activity a
success. The Civil Rights cases allowed for students to work through the lesson
independently. I suppose I would add reflection time at the end of the lesson.

What do you envision for the next lesson?

Our next lesson is about elections. This was the last of the three branch lessons. Our
lesson after elections is about the Bill of Rights so we will connect the ability to amend
the Constitution to the Judicial Branch and how there is room for change based on
American sentiments.

Purpose of lesson/State
Standard Addressed

Civics Standard 4.1 Analyze elements of continuity and

change in the United States government and the role for
political change over time.
Civics Standard 4.2 The place of law in a constitutional
History Standard 1.2. The historical eras, individuals,
groups, ideas and themes from the origins of the American
Revolution through Reconstruction and their relationships
with one another

Co-Teaching strategy and


For this lesson we stuck with one strategy and utilized one
teach one assist throughout the period because we
believed the first half of the lesson fit perfectly for it (direct
instruction into modeling). The latter half of the lesson
dealing with document analysis and summaries, however
was not suited to one teach one assist and a different
strategy, perhaps stations or supplemental, would have
worked better.

Would you use this coteaching strategy for this

If i were to reteach this lesson i would still use one teach

and one assist for the first half of the lesson, however for

lesson again?

the civil rights cases analysis I would attempt to implement

either station teaching or supplemental teaching in the
future. The one teach one assist worked well for the flow
chart and hook, but if we used station teaching for the case
analysis, the students would become familiar with all three
cases rather than with just what they hear from their peers
presentation. It would also be easier to manage our time as
instructors so that the students got what they needed and
were given structure to their learning.

Were there other coteaching strategies used

when implementing the
lesson? If so, why?

The only strategy used for this particular lesson was one
teach and one assist, and I believe our singular strategy is
part of the reason why we saw a drop off of focus towards
the latter end of the lesson.