Supreme Court Cases
"Judicial decrees may not change the heart, but they can restrain the heartless." - Dr. Martin Luther King Jr.
"I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all." - Pledge of Allegiance
"I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all." - Pledge of Allegiance
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Learning Goal: Students will be able to explain the significance and outcomes of landmark Supreme Court Cases.
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Benchmarks:
SS.7.C.3.12 Content Complexity: Level 3/Strategic Thinking-Reasoning Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore. |
By now we should know the basic structure (civil vs. criminal courts - trial, appellate, and supreme courts) and functions of the Judicial Branch. We've also learned about Constitutional rights found in the amendments. The Supreme Court is the head of the Judicial Branch. One of its most important jobs is to decide whether or not constitutional rights have been violated.
Over the next few lessons, we’ll be learning about Landmark (really important) Supreme Court Cases that have impacted how we interpret our Constitution. The cases we’ll debate today all involve students' rights in schools.
Over the next few lessons, we’ll be learning about Landmark (really important) Supreme Court Cases that have impacted how we interpret our Constitution. The cases we’ll debate today all involve students' rights in schools.
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Task 1: Supreme Court Cases in schools
Directions: In your group, read each Supreme Court case description below and discuss the issues the Supreme Court considered for each case. You'll be the judge... and vote on the question involved in the case. Will you side with the student or the school?
Explain the majority and minority opinions at your table. (if you all agree, then be able to explain evidence that the other side could use to argue their view). After our class discusses the case, record the actual Supreme Court decision and its significance from the PowerPoint displayed.
Explain the majority and minority opinions at your table. (if you all agree, then be able to explain evidence that the other side could use to argue their view). After our class discusses the case, record the actual Supreme Court decision and its significance from the PowerPoint displayed.
Case 1:
Tinker v. Des Moines (1969)
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Case 2:
Hazelwood School District v. Kuhlmeier (1988)
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Case 3:
Wallace v. Jafree (1985)
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Case 4:
New Jersey v.T.L.O. (1985)
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We have already learned about some significant Supreme Court Cases relating to the rights of students in school. (Tinker v. Des Moines and Hazelwood v. Kuhlmeier, etc...) All of the Supreme Court Cases we will learn about relate to Constitutional Law. Even cases that start out as civil or criminal cases can be appealed from a lower court to the Supreme Court because of Constitutional issues.
Task 2: Escape Room Cases
Directions:
Today's goal...ESCAPE! Each Supreme Court case in this lesson is about ESCAPING injustice and unfair treatment by the law.
Today's goal...ESCAPE! Each Supreme Court case in this lesson is about ESCAPING injustice and unfair treatment by the law.
- Each table will get a different clue and work together to find the correct poster/source in class that matches.
- Decode THE CODE WORD under the correct poster and tell me to receive the next CLUE. ALSO...THINK ABOUT WHICH AMENDMENTS GO ALONG WITH THIS POSTER/SOURCE.
- Your 3rd clue will have directions on it to find an ESCAPE code. Crack the code! Then click on the case below you are currently working on and go the the correct module.
- If you enter the code correctly, you will have access to a page with information you can use to fill out your graphic organizer for this case. You can do this…outside in the hall. Relish your freedom, an escape from the injustice of being in a classroom all day.
- Once you fill out your graphic organizer correctly with your partner, your table will get another clue from me for their next case.
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You'll use short videos, readings, images, and prior knowledge to fill out the graphic organizer. Also below is an example of how to fill out the graphic organizer with a case we have already learned about as a class. Once you fill out the graphic organizer for your FIRST case, you'll have to come back inside of the class to repeat the process for three more cases.
By the end of class, you should be able to answer the following exit question with your shoulder partner:
By the end of class, you should be able to answer the following exit question with your shoulder partner:
- Which case do you think is the most significant? Why?
- Write a minimum one paragraph response that explains both of you and your partner's point of view.
Task 3: The Leftovers
Directions: Use context clues to match the primary sources from the cases below with the correct background and significance description.
Task 4: Supreme Court Cases Now and Then
DIRECTIONS:
1. CLICK HERE to research current cases being heard by the Supreme Court. (or CLICK HERE for a full list)
2. PICK ONE case that you think is the most significant and explain why with ONE of the following options:
-minimum one paragraph response
-draw a cartoon that describes the case
-create a rap or poem that describes the case
-create a pros and cons chart of the issues in the case
3. Read the file below titled "Korematsu v. United States." Answer the following question in your spirals: Why is this case still important today??
(CLICK HERE IF YOU NEED HELP MAKING A CONNECTION)
4. CLICK HERE to research another Supreme Court Case of your choice from U.S. History that we haven't learned about in class. (you can pick a case that isn't on this list if you find another online resource)
Explain the significance of the case with ONE of the following options:
-minimum one paragraph response
-draw a cartoon that describes the case
-create a rap or poem that describes the case
-create a pros and cons chart of the issues in the case
1. CLICK HERE to research current cases being heard by the Supreme Court. (or CLICK HERE for a full list)
2. PICK ONE case that you think is the most significant and explain why with ONE of the following options:
-minimum one paragraph response
-draw a cartoon that describes the case
-create a rap or poem that describes the case
-create a pros and cons chart of the issues in the case
3. Read the file below titled "Korematsu v. United States." Answer the following question in your spirals: Why is this case still important today??
(CLICK HERE IF YOU NEED HELP MAKING A CONNECTION)
4. CLICK HERE to research another Supreme Court Case of your choice from U.S. History that we haven't learned about in class. (you can pick a case that isn't on this list if you find another online resource)
Explain the significance of the case with ONE of the following options:
-minimum one paragraph response
-draw a cartoon that describes the case
-create a rap or poem that describes the case
-create a pros and cons chart of the issues in the case
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iCivics Practice
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Click on the image to the right to play "Argument Wars." Then, pick one of the tasks below: 1. Pick a case you haven't learned about in class to simulate. Summarize the significance of the case. How is it similar to another case we've already learned about? 2. Draw a cartoon/picture that summarizes the significance of a case after playing Argument Wars. 3. In a minimum one paragraph response: Compare and Contrast two cases of your choice after playing Argument Wars.
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3rd Quarter REVIEW and 4th Quarter PREVIEW
Directions:
As you've noticed so far this year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters with sticky notes on them of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom) and decode the clue to find a key term.
2. Use the "3rd and 4th Quarter LEARNING GOALS" document at your table and identify which LEARNING GOAL throughout the 3rd and 4th quarter that BEST matches with the poster and the CLUES behind the poster you decoded. (some will have multiple options you can choose from) You are not only reviewing learning goals from the 3rd quarter, but previewing learning goals from the 4th quarter.
3. THIS IS THE MOST IMPORTANT STEP...Write down an explanation as to WHY the learning goal you picked matches with the poster and CLUES behind the poster you decoded. USE EVIDENCE!!
As you've noticed so far this year, the room is covered with posters (primary and secondary sources) that relate to different parts of our Civics curriculum.
You'll work with a partner and Pick 10 posters with sticky notes on them of your choice around the room. For each poster, complete the following steps:
1. Check behind the poster (most will be lifted up from the bottom) and decode the clue to find a key term.
2. Use the "3rd and 4th Quarter LEARNING GOALS" document at your table and identify which LEARNING GOAL throughout the 3rd and 4th quarter that BEST matches with the poster and the CLUES behind the poster you decoded. (some will have multiple options you can choose from) You are not only reviewing learning goals from the 3rd quarter, but previewing learning goals from the 4th quarter.
3. THIS IS THE MOST IMPORTANT STEP...Write down an explanation as to WHY the learning goal you picked matches with the poster and CLUES behind the poster you decoded. USE EVIDENCE!!
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