Grade 11

Period 1 and 3
65-70 minute class periods
Monday, October 12, 2020

Concept to teach:​ Learn about the Supreme Court of the United States and
analyze the importance of various Supreme Court Cases

Objectives:​ Students will be able to:

- Identify and describe three (3) SCOTUS cases
- Explain the importance of the Supreme Court
- Discuss the results of various SCOTUS cases, and how they impacted the
United States

CCSD Common Core State Standards:

Technology:
1.A.12.1. Apply new and existing knowledge to independently, or in collaboration
with others, generate new ideas, products, or processes with digital tools.
2.B.12.1. Create digital text, images, sound, and video for use in communication.
US History:
SS.9-12.US.37 Analyze major political policies and landmark Supreme Court
cases and their impact on U.S. history.
SS.9-12.US.38 Evaluate the social, political, and economic changes that influence
the interpretation of the Constitution and evolution of law.

Materials:
Students will need:
- Class spiral notebook
- Writing materials
- Chromebook
- Copy of rubric (handed out by teacher)
- Copy of homework assignment (handed out at the end of the lesson)
Teacher will need:
- Classroom computer
- SmartBoard or other projector that is connected to a computer, in order to
access videos and GoogleSlides presentation
- Link to Crash Course introduction video (linked in GoogleSlides
presentation)
- GoogleSlides presentation with introduction, lecture notes, and assignment
details
 - Rubrics, in order to evaluate student presentations and participation
- Writing materials
- Class list for making groups
- Homework assignment handouts
- Copies of lecture notes, in case they are needed by students

Anticipatory Set: ​The students will be introduced to the lesson by watching Crash
Course Government and Politics #20: Supreme Court of the United States
Procedures (6 minutes 53 seconds). This video shows how a case makes its way
to the Supreme Court, and will be accompanied by a three question journal
warm-up and discussion. We will activate prior knowledge by discussing what we
remember from the lecture last class, as well as relating back to Crash Course
#19: Structure of the Court System.
Link to Crash Course #20: ​https://www.youtube.com/watch?v=7sualy8OiKk

Procedures:
1. Before class begins, the teacher will display the day’s GoogleSlides
presentation on the board, which will contain instructions, links to videos,
and questions.
2. As students enter the classroom, instructions on the board will indicate for
them to take out their class spiral notebook.
3. Once the bell rings and attendance is taken, we will begin class by briefly
revisiting the lesson from the previous class about the structure of the court
system.
4. Begin anticipatory set by watching Crash Course #20, which will last
approximately seven minutes ​(7 minutes)​.
5. Instructions on the board will show the daily journal warm-up with three
questions about the video. The teacher will tell students to take 3-5 minutes
to answer the questions ​(3-5 minutes).
6. As a class, we will discuss the answers, as well as introduce today’s lesson
and project ​(5 minutes)​.
7. The Slides presentation will contain about 3 slides of notes, which the
teacher will explain as students write down important information in their
notebooks ​(10 minutes)​.
8. The next slide will show today’s assignment, which is working in groups to
create an advertisement for three different Supreme Court Cases, using
GoogleSlides. The assignment will be “mini presentations,” in which they
obtain a basic understanding of each SCOTUS case.
9. The teacher will review all of the requirements of the assignment before
allowing the students to break off into groups of three. The teacher will hand
out copies of the rubric, that way students know the scoring criteria. ​(5
minutes)
10. After working on the assignment for 10-15 minutes, the class will come
back together and discuss. ​(15 minutes)
11. Each group will share their presentations with the teacher, so that they can
be displayed on the projector. The groups will present in 3-4 minutes while
the teacher scores the group using the rubric. ​(25 minutes max)
12. The teacher will then hand out a homework assignment before students
 leave for their next class period.
*Lesson will take approximately 65-70 minutes

Small Group/Independent practice: ​Independent practice for this assignment will

occur at home, as homework. In class, students will collaborate with their peers to
complete their assignment. Working in groups of three, students will research
three different SCOTUS cases to briefly share with the class. Students will utilize
the “share” feature on GoogleSlides by sharing their presentation with their other
groupmates, as well as the teacher. Additionally, since students are working in
groups of three to complete three Supreme Court Cases, each student will be
working primarily on one case. During this time, they will be conducting individual
research, and sharing it with their group before presenting to the whole class.

Closure and Reflection: ​This lesson will close after class presentations. As a
group, we will reflect on what we learned, and hand out a short homework
assignment for additional individual practice at home. The next class period, we
will discuss this lesson before beginning our next lesson on Judicial Review and
Judicial Decisions. Additionally, the student’s homework assignment will ask them
to reflect on today’s lesson, and write about something new they learned today.

Formative Assessment:​Students will be assessed on content, presentation, and

overall use of GoogleSlide features. Students will use technology to create a three
slide GoogleSlides presentation about three different Supreme Court Cases. In
groups of three, students will create an advertisement for each SCOTUS case.
Students can be creative, utilizing the word art, background, and border features in
GoogleSlides. For example, students can create their advertisement like a boxing
match advertisement (case vs. case) or an event flyer type format. Students will be
expected to include the name of the case, the date the case was decided, the
constitutional question surrounding the case, and the final decision. Presentations
will be three minute presentations, one minute for each case. Each student will
become “masters” of each of the cases that their group presents. There will be a
rubric included for each student to follow. (Summative Assessment: Unit test
following week.)

Connections to other subjects:​ This lesson can best be connected to U.S.

Government and Politics, which is a course that is usually taken in a student’s
senior year of high school. Typically, Government and Politics courses analyze
these cases more in-depth, therefore this lesson in U.S. History is more of an
overview in which students gain a general understanding of the material. Also, this
lesson can connect to English courses as well. Identifying an argument and a
question is similar to identifying an author’s purpose and thesis when analyzing
literature at the high school level.

Special needs accommodations:

Accommodating a student who is hearing impaired:
- All videos that are played will be played with the closed captioning on,
allowing the student to read the spoken words in the video.
- Questions to respond to in their journal will be displayed on the board, that
way all students can re-read the questions, or copy them into their journals.
 - Students will receive a printed copy of the rubric, which will list all of the
requirements for their assignment. This will allow the student to follow along
as we go over the directions as a class.
- The teacher should be sure to coordinate with the interpreter, when
applicable, through email or otherwise, so that the interpreter can be
present for the teacher’s short lecture, as well as the student presentations.
Accommodating a student with ADHD:
- The classroom contains various flexible seating locations where students
can sit and move around.
- Instructions will be discussed and typed up on a handout so the student can
reference it again later.
- The teacher will have printed copies of the GoogleSlides presentation
notes, that way the student can choose if they would like to listen to the
lecture and write their own notes, or listen to the lecture and write down the
notes at another time.
- The lecture will be short, lasting from 5-10 minutes and the students will
switch to a new activity.
- The journal questions at the beginning of the lesson will be short, lasting 3-5
minutes, however should the student need more time, they may finish the
reflection at home or during the next class period.
- Lastly, the teacher should check in with the student and the student’s group
often, in order to gauge if any additional assistance is needed.