Christina Hill

Dr. Asherian

EDU202

25 November 2018

Lesson Plan

1. ​STANDARDS:​ The two most important principles I will utilize in my lesson plan are

INTASC Principle 3 and INTASC Principle 5. Principle 3 states that "The teacher understands

how students differ in their approaches to learning and create instructional

opportunities that are adapted to diverse learners.” Principle 5 states that “The teacher

Uses his or her understanding of individual and group motivation and behavior to create a

learning environment that encourages positive social interaction, active engagement in

learning, and self-motivation.”

2. ​OBJECTIVES​: CCSD’s curriculum standards states in this lesson that “students will

explore landmark U.S. Supreme Court cases which establish federal authority, state’s

rights and interpretations of the Bill of Rights, including the utilization of electronic and

non-electronic resources.”

- Students will be able to describe major Supreme Court Rulings in United States

history.

- Students will be able to recognize the Court ruling and match it to a specific

period in history when it occurred.

- Students will be able to name the Court rulings and explain the impact it had on

the country.
 3. ​MATERIALS AND EQUIPMENT​: Students will need the following supplies: a

notebook/notebook paper, pen/pencil, index cards. For the lesson, I will show a PowerPoint for

which the students will take notes. Additionally, students will need index cards for vocabulary. I

will bring in a Supreme Court building block activity.

4. PROCEDURES:

- Intro: The teacher posts any photo from U.S. history. Example: a photo of a

school in the 50s. Students tell the teacher what was most memorable about the

photo and what they think was occurring during the time the photo was taken. The

Teacher explains the way anything becomes memorable: by the impact it had on

society or individuals. The teacher elaborates on the context of the photo and

segues straight into the lesson, beginning with Brown v. Board of Education,

since it is the Court Case that ended segregation in public schools and ties right

into the photo that was used for the introduction.

- The teacher will start the lesson with a PowerPoint, examining the major Court

cases, their dates, significance, and the outcome of the decision. While the teacher

presents the slideshow, the students will write notes based on what they find most

important, what will be on the test and information that is new to them. An

opportunity to ask questions will be given after each slide. This portion of class

time should be 45 mins.

- Next, individually, the class will take out their index cards and write vocabulary

words and their definitions that were presented on the PowerPoint. Example:

Marbury v. Madison- established the principle of judicial review—the power of

 the federal courts to declare legislative and executive acts unconstitutional

(www.loc.gov). Listening to music helps many students focus while doing their

work, so the teacher can allow students to put in earphones during this time. The

classroom should be silent and students should be working individually during

these 30 minutes.

- For the hands-on activity portion of the class, one group of students each get twenty

blocks and each has an excerpt from a famous Supreme Court ruling, like

Tennessee v. Garner, for example. The students would put the puzzle together by

matching the name of the Court case with the definition and the impact it had on

the country. By following the directions, by the end of the activity, a 4x5 foot wall

will be built with multiple important dates on it. Students should put their

knowledge together to complete the wall in 45 minutes or less.

5. CLOSURE:​ As the students’ ticket out the door, they will write a short paragraph in

which they will choose one Court case and describe it in as much depth as possible without using

their notes.

6. ​ASSESSMENT: ​To get a better understanding of the students’ knowledge of a lesson,

the teacher would hand out a quiz at the end of the week. The quiz would be composed of five

matchings, five multiple-choice, and one short answer for a total of 15 points. For the full five

points on the short answer, the student would have to answer the question in detail, show critical

thinking skills, address counterarguments, and include dates. Two or more questions missed on

the matching and multiple-choice would tell the teacher that they need more practice on the

basics. Partial credit can be given to students on the short answer portion as long as they show
some deeper understanding of the lesson and what is being asked. The short answer requirement

for full points would include meeting each standard for the lesson’s objectives, which are:

describing major Supreme Court Rulings in United States history, recognizing the Court ruling

and matching it to the specific period in history when it occurred, and naming the Court

rulings and explaining the impact it had on the country.

 Resources

“Curriculum Engine Clark County School District.” CCSD Curriculum Engine - Login,

curriculum.wiki-teacher.com/.

“Primary Documents in American History.” Planning D-Day (April 2003) - Library of Congress

Information Bulletin, Victor, www.loc.gov/rr/program/bib/ourdocs/marbury.html.

“Supreme Court Building Block Puzzle.” Teachers Pay Teachers,

www.teacherspayteachers.com/Product/Supreme-Court-Building-Block-Puzzle-142750.

W, H. “Chrome-Extension://Bpmcpldpdmajfigpchkicefoigmkfalc/Views/Ap.” Prezi.com, 24 Jan.

2014,

prezi.com/ahx9d3v5xfoq/chrome-extensionbpmcpldpdmajfigpchkicefoigmkfalcviewsap/.