Beruflich Dokumente
Kultur Dokumente
Students will be able to define what the judicial branch consist of and the purpose
of the judicial branch
Students will be able to set up their own supreme court
Students will be able to act out a supreme court hearing with an issue that is
occurring within their school
Students will be able to conduct research after teacher has modeled how to
conduct research
Themes:
-NCSS.1.1.a ...enable learners to analyze and explain the ways groups, societies, and
cultures address human needs and concerns;
- NCSS.1.1.g ...guide learners as they construct reasoned judgments about specific
cultural responses to persistent human issues
Anticipatory Set:
Procedures
- Teacher: Ok friends I know that there has been a lot of talk around school about
cutting art classes. Today we are going to perform a mock trial on this topic. We
will have 9 friends play the Supreme Court judges and then we will have two
defendants and then an audience.
- Teacher: I am going to pick the judicial branch members by pulling names from
the popsicles sticks that have everyones names on them.
- Teacher: Since we have already learned what the Supreme Court Justices roles
are, we going to have a mock trail. Can anyone raise a hand and remind our class
of a Supreme Court Justice?
- Teacher: When I call the nine Supreme Court names I want you to take a seat in
the front of the class, where the 9 seats are placed.
- Teacher will call 9 names and students will get up and move to their spots.
- Next teacher will pull 2 more names and this will represent the defendants. Then
another 2 names will be pulled to represent the defendants lawyers. The
defendants will be placed with a lawyer and put in separate corners of the room.
- This will allow them time to discuss their stance on whether or not they feel as
though the art classes being cut is appropriate or inappropriate.
- The audience (rest of students) will be split into two groups to help each
defendant to come with supporting examples to help make their case stronger.
- The students will be given 35 minutes to research and talk amongst themselves in
small group and research their side.
- Model: When preparing for a mock trial, it is important to research both sides of
the topic to know the pros and the cons. When I do this, I can google elementary
art programs banned, to find a document. Once I start reading I can write down
facts and opinions I find. Here, I found that many teachers disagree with
removing art programs, so I can write that down in my con column. Lets try it
together. Here, it says, removing art leads to more time for reading and math;
we can put this in our pro column. Now that youve seen me do it and weve tried
it together, so some online research to find pros and cons on the topic of removing
art from elementary schools.
- Afterwards the students will get to present their arguments in front of the
Supreme Court.
- Whiles students are in other groups the Supreme Court judges will be researching
both possible sides of the case.
- Teacher will go around to each side and check in with them around the 25-minute
mark to see how they are doing. Teacher check by asking students to give a
thumbs up or a thumbs down.
- If teacher determines that students need more time then they will a lot either more
time or move onto the trial.
- When students have completed their research then they will move into the trial
portion of the activity.
- The trial will open up by the Supreme Court briefly introducing themselves and
their jobs.
- Then each side will get to tell why they are for cutting the art program or why
they are not supportive for cutting the art program
- After both sides have given their side then the Supreme Court will leave the
classroom and come back with a decision.
- The Supreme Court will decide whether or not it is appropriate to deem that art
programs should or should not be cut.
Differentiation:
- Assign students to specific jobs such as, fact finder, scribe/recorder, reader, starter,
ender, getter
- Hand different materials out for different students learning levels
- Provide the sources you would like students to use
- Visual Learners: Have students put the information they have gathered into a
power point or a poster
- Higher level: have the individual have a written statement/opinion and present it
to the class
- Have individuals play someone who objects during court
Closure
-Teacher: Ok students today we got to role-play a case that went to court. Since the
Supreme Court takes cases and determines whether they are constitutional or not, we
practiced today at a more local level with some elements of a Supreme Court case, Art
programs are decided by the school district, rather than the Supreme Court, although we
still practiced with 9 justices rather then 1 Judge.
-Teacher: Can anyone tell me the purpose of the Supreme Court? What do they do?
-Student possible answers: They make important decisions on big cases.
-Teacher: Thats right! Ok friends lets switch gears and get our materials our for science.
Resources:
http://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-
outreach/activity-resources/about
https://www.whitehouse.gov/1600/judicial-branch
http://www.ushistory.org/gov/10a.asp
https://www.congressforkids.net/Judicialbranch_segregation.htm
https://ballotpedia.org/Supreme_Court_of_the_United_States
http://www.usatoday.com/story/news/politics/2015/06/26/supreme-court-cases-
history/29185891/
http://www.history.com/topics/supreme-court-facts
https://www.usnews.com/news/articles/2009/10/02/10-things-you-didnt-know-about-the-
supreme-court
Technology:
-Laptop/ipads
Reflection on Planning
Anticipatory Set 2
Procedures 6
Differentiation 2
Closure 2
Technology
Reflection on Planning