Sample+Student+Notebook+Page

=** Supreme Court Notebook Sample Page **=

This is the general format for your notebooks. This will be updated at the end of each day as we go through the unit.

You should review your notebooks and make sure you add:

- the date - objectives for each day - titles for each lesson and activity - page separations after each day - color, headings, change fonts/size, etc

= Supreme Court Page = (link to our website, could be named Ms. Johnson or Ms. Pember's page)

**__Day 1 – Monday July 12__**
__**Objectives:**__ Students will be able to: -Connect last week's unit on immigration to this week's unit on the Supreme Court -Identify prior knowledge about the Supreme Court -Create a list of questions students still have about the Supreme Court
 * __ Title: Introduction to the Supreme Court __**

__**Activities/Lessons**__
__**Connect last week's topic with our week**__ Discuss the Arizona immigration case that you learned about last week, and predict how this will connect with the Supreme Court

Precedent Chief Justice Confirmation hearing Conservative/Liberal Majority Opinion
 * __ Vocabulary (with group definitions) __**


 * __ Three things you know and want to know about the Supreme Court __**


 * __ List of Questions about the Supreme Court __**

**__ Day 2 – Tuesday July 13, 2010 __**
**__Objectives__** Students will be able to - research a topic of personal interest on the Supreme Court - evaluate a variety of internet resources for research - organize research findings on to a Mind Map using the program Inspiration - present research findings within the classroom and virtually using video chat
 * __ Title: Continuation of Day 1 project __**

__**Activities/Lessons**__

 * __ Link to your Delicious page (or annotated Word document list) __**

__**Mind Map**__



**__Closing Reflections__** Reflections on what you learned about the Supreme Court from your research and from your classmates, and thoughts on using a video chat program within the classroom

**__ Day 3 – Wednesday July 14 __**
**//Either for Marbury v Madison//** -- Ms. Pember
 * __ Title: Focus on one famous case and begin final project __**
 * __ Objectives __**
 * the role of the Supreme Court in interpreting the Constitution;
 * the significance of Marbury v. Madison;
 * the concept of judicial review and how //Marbury v. Madison// solidified it;
 * //Or for the Warren Courts//** -- Ms. Johnson

Guided Questions:

 * What type of cases is the Warren Court famous for hearing?
 * How did the decision made by the Warren Court affect US citizens?
 * What effects of the Warren Court still affect us today?

Objectives:
After completing this lesson, students will be able to:
 * identify important Constitutional Amendments
 * analyze the parameters of Constitutional Amendments
 * apply amendments to everyday life situations

Students will be able to: - summarize researched and shared information on the Supreme Court by creating a Glog - research current trends/decisions of the US Supreme Court //(didn't get to)// - analyze and annotate court documents (majority/minority opinions) and expert analysis reports //(didn't get to)//
 * Both classes: **

Activity 1
//For Ms. Pember's class://

__**Do Now:**__
(Yours will have answers!)

“You have been elected the new Mayor of Malden. Before leaving office, the old mayor gave jobs to several of his political friends but the paperwork hasn’t made it to the personnel office yet.


 * A.** Should you 1) honor the jobs promised by the old mayor, or 2) cancel the jobs since they aren’t “officially” in the system yet?
 * B.** What are the possible negatives to denying these people their jobs? What are the possible positives to allowing them to take these jobs?
 * C.** Would it make a difference if the perspective employees had worked against you in the mayoral elections?

Marbury v Madison Mark Document with mark ups:

I see/It means political cartoon - summary connects this cartoon to the Marbury v Madison case:

//For Ms. Johnson's class://

**__Activity 2 - Glogster__**
Objectives Students will be able to: - summarize researched and shared information on the Supreme Court by creating a Glog

- Embed your Glogster link here as well as upload a Snippet or Print Screen format picture of your Glog



- Underneath your glog you should have an explanation of everything you included on there.

= **__Day 4 - Thursday July 15__** =
 * __ Title: Podcast/Video of a Political Talkshow on a recent Supreme Court decision __**


 * Guided Questions: **
 * What are the key components to a political debate?
 * How do bipartisan politics get involved in Supreme Court Case decisions and the Justice Nomination process?

After the lesson, students will be able to:
 * Objectives: **
 * research current trends/decisions of the US Supreme Court
 * analyze and annotate court documents (majority/minority opinions) and expert analysis reports
 * discuss the details and ramifications of recent court cases and justice nominations
 * create a podcast that incorporates students' knowledge and various viewpoints about the situation



__**List your group topic and your role:**__ Case, role
 * PLEASE LIST ALL MEMBERS OF YOUR GROUP! Everyone should link to the page where the final copy is uploaded.**

**__Upload your marked up articles:__**

__**Upload your podcast/video file:**__ (podcasts must be converted to an MP3 format in order to fit. Videos need to be compressed) If you need to finish, please do so on Monday during a break or after school

__**Reflection:**__ (Ms. Pember's class didn't have time to do this, please complete on your own!) What did you learn about your case? What do you think of projects in video/audio format? How can they fit into school?