World History: Supreme Court and Government Roles

Teacher_________Shea____________ Grade Level____10________

I. Content and Standards:

CC8.4.12.A- Determine the meaning of words or phrases as they are used in

text, including words that describe political, social, or economic aspects of
history/ social studies.

CC.8.6.11-12.A Write arguments focused on discipline-specific content.

CC.8.5.11-12.G- Integrate and evaluate multiple sources of information

presented in diverse formats and media (e.g., visually, quantitatively, as well
as in words) in order to address a question or solve a problem.

II. Prerequisites: Branches of government, precedent, Constitution,

Amendments
III. Essential Questions (provide a framework)

Can you describe the role of the Supreme Court and formulate an opinion on
the crucial role they play in interpreting laws?

IV. Instructional Objective:

1. Students will cite specific characteristics of the Supreme Court.

2. Students will analyze a chart on U.S. demographics.

3. Students will evaluate the role of the Supreme Court in major decisions
and formulate an opinion of its importance.

V. Instructional Procedures:

Before: Do Now: Review: Cite the role of the judicial branch of government.
GROUP SHARE OUT:

During:
 1. Students will watch a video on the Supreme Court and answer guided
questions: Cite the number of justices on the Supreme Court? Cite the
number of justices that are minorities? Explain the education levels
of the Justices? Cite the number of women? Cite how many cases the
Supreme Court saw in 2016. Cite one topic the Supreme Court
covered this year.
2. Students will analyze a chart on U.S. demographics.
3. GROUP SHARE OUT: Do Supreme Court justices reflect the
demographics of the nation? Formulate an opinion on the importance
of interpreting the law, can you cite evidence to prove your point?
Review the activity we did on Plessy v. Ferguson and Brown v. board,
do judges always make decisions based on precedent?
4. GALLERY WALK: Students will look at various court cases (Dredd
Scott, Brown v. Board, Plessy v Ferguson, Miranda v Arizona, Roe v
Wade, Terry v. Ohio, Citizens United). Students will pick 2 cases and
formulate an opinion on whether they agree with the cases using a
graphic organizer.

After:

GROUP SHARE OUT: Based on what you know about the 9 Supreme Court
Justices, formulate an opinion on the role of the Supreme Court in the lives of
Americans, protection of rights, and role in promoting equality.

Ticket-Out-the-Door: Citing evidence to support your claim, cite at least 2

issues the Supreme Court has made decisions on. Applying concepts from the
lesson, formulate an opinion on whether you feel it is fair that the Supreme
Court makes these decisions. In your response include the following:
-Comparison of the demographics of the United States and the Justices
-The role of precedent in decision-making.
-Formulate an opinion: Does the government have a responsibility to promote
equality? Why or why not? And to what extent?

Materials and Equipment: Court Case summaries, SmartBoard, Supreme Court

animation, U.S. chart on demographics, court case graphic organizer

Assessment/Evaluation: Group share out, graphic organizer, I will use a ticket-out-the-

door to assess students on formulating opinions about the Supreme Court.

VII. Differentiation: Individualized Activities: 4th period, guided ticket-out-the-door, 6th

period, ask students for 2 connections to other concepts in class in their ticket-out-the-
door.
Technology: SmartBoard, video

Self-Assessment Were students able to see both sides of the argument as to the extent
in which the government should interfere? Were students able to recognize the
difference in demographics between the Supreme Court and U.S. demographics? Were
students able to make connections to the three branches of government, the Bill of
Rights, the Constitution, and politics.