Judicial Branch & marbury v. madison
Adapted from edsitement.neg.gov
Goal:
Students will understand the 3 branches of United States Government (legislative, executive, and judicial), and how each branch is elected/appointed, divided, and run.
Objective:
-After completing this lesson, students will be able to explain the judicial branch according to Article III of the Constitution.
-After completing this lesson, students will be able to explain the Supreme Court’s role in interpreting the Constitution and the importance of
Marbury v. Madison.
California State Content Standards
12.4.5 Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.
12.4.6 Explain the processes of selection and confirmation of Supreme Court justices.
Common Core Literacy Standards
CCSS_H/SS_R Grade 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS_H/SS_R Grade 11-12
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Driving Historical Question
How do the executive, judicial, and legislative branches interact and coexist in United States government?
Lesson Introduction ‖ Time: 7 minutes
The teacher will introduce the agenda and learning objectives for the day.
Students will be asked to retrieve their vocabulary homework from the night before. Students were responsible for defining 7 terms/IDs. The teacher will use “Classroom Dojo” to randomly select a student to read a definition aloud. The teacher will write the vocabulary terms of the board as “key players” in the lesson to follow.
Vocabulary (Content Language Development) ‖ Time: 15-20 minutes as homework
Students will have completing the following vocabulary and identification terms for homework the night before. They will be reviewed at the beginning of class as a lesson introduction to introduce students to the “key players” of the day’s lesson.
Supreme Court Chief Justice
Chief Justice John Marshall
William Marbury
Secretary of State James Madison
President John Adams
President Thomas Jefferson
Judicial Review
Content Delivery (Method of Instruction) ‖ Time: 10 minutes
Students will view a Prezi explaining the “Listening Triad” discussion activity and procedures. The teacher will ask students for any questions about the activity or the vocabulary terms from the homework. Afterwards, all students will be handed the reading materials, “Article II of the Constitution” and “Explanation and Background of Marbury v. Madison”.
Students will understand the 3 branches of United States Government (legislative, executive, and judicial), and how each branch is elected/appointed, divided, and run.
Objective:
-After completing this lesson, students will be able to explain the judicial branch according to Article III of the Constitution.
-After completing this lesson, students will be able to explain the Supreme Court’s role in interpreting the Constitution and the importance of
Marbury v. Madison.
California State Content Standards
12.4.5 Discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.
12.4.6 Explain the processes of selection and confirmation of Supreme Court justices.
Common Core Literacy Standards
CCSS_H/SS_R Grade 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS_H/SS_R Grade 11-12
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Driving Historical Question
How do the executive, judicial, and legislative branches interact and coexist in United States government?
Lesson Introduction ‖ Time: 7 minutes
The teacher will introduce the agenda and learning objectives for the day.
Students will be asked to retrieve their vocabulary homework from the night before. Students were responsible for defining 7 terms/IDs. The teacher will use “Classroom Dojo” to randomly select a student to read a definition aloud. The teacher will write the vocabulary terms of the board as “key players” in the lesson to follow.
Vocabulary (Content Language Development) ‖ Time: 15-20 minutes as homework
Students will have completing the following vocabulary and identification terms for homework the night before. They will be reviewed at the beginning of class as a lesson introduction to introduce students to the “key players” of the day’s lesson.
Supreme Court Chief Justice
Chief Justice John Marshall
William Marbury
Secretary of State James Madison
President John Adams
President Thomas Jefferson
Judicial Review
Content Delivery (Method of Instruction) ‖ Time: 10 minutes
Students will view a Prezi explaining the “Listening Triad” discussion activity and procedures. The teacher will ask students for any questions about the activity or the vocabulary terms from the homework. Afterwards, all students will be handed the reading materials, “Article II of the Constitution” and “Explanation and Background of Marbury v. Madison”.
NOTE: Only pages 1-3 of the following embedded document will be utilized for the lesson.
Pg. 1: Article III of the Constitution text Pg. 2: Discussion Questions for Article III Pg. 3: Discussion Questions for Explanation and Background EMBEDDED ON THE RIGHT |
The following reading accompanies pg. 3 on the left.
|
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 35 minutes
Students will reorganize into their groups of 3. Students will read both of the materials out loud as a group, starting with “Article III”. Afterwards, the students will take the roles described earlier in the “Listening Triad Procedures” Prezi. The “Questioner” will pose the questions on the handouts provided to accompany the readings. The “Talker” will answer these questions, make a comment, or express an opinion. The “Recorder” will write all three group members’ names on the paper and record the responses from the talker on the handout.
Students will choose new roles as they move on the “Explanation and Background of Marbury v. Madison” and repeat the same procedures. Additionally, the “Talker” and “Questioner” will be encouraged to pose questions that may not be provided on the handouts. These responses can be written by the “Recorder” on the back of the handouts.
When 30 minutes have passed, students should be just about finished up with the activity. The teacher will gather the attention of the class, and starting with the “Article III” assignment, will ask a recorder from each group to stand up and answer one of the handout questions. The teacher will repeat the same process with the second activity and ensure that each group has been allowed to contribute to the class discussion at least once.
*NOTE: Discussion questions are included on the embedded handouts above.
Lesson Closure ‖ Time: 5 minutes
The teacher will write the following question on the board: Using the information you have learned today, what was the significance of Marbury v. Madison? Students will be required to write a minimum 2-3 sentence response on an “exit ticket” before they leave class for the day.
Assessments (Formative & Summative)
Formative:
-Informal assessment in introduction activity as teacher asks students to define vocabulary terms in order to successfully move on. The teacher will ensure students have correct definitions and know the key players to ensure students can successfully understand the material to follow.
-Informal assessment as teacher navigates around the room during student engagement discussions and listens for ideas, thoughts, and misconceptions presented
-Handouts to be turned in for formal assessment by teacher.
-Exit Tickets turned in will serve as a formal assessment to determine if students have met the learning objectives.
Summative:
-End of unit multiple-choce exam with pertinent content from this lesson.
-End of unit project on one branch of government (Judicial, Legislative, Executive).
Accommodations for English Learners, Striving Readers and Students with Special Needs
ELLs: Presenting content in multiple formats (ex: readings are read aloud, “Recorder” reads the answers aloud, Prezi presents the content while teacher explains it), collaborative work.
Striving Readers: Reading content orally in a group setting
Students with Special Needs: Presenting content in multiple formats, collaborative work to allow students to check their understanding.
Resources (Books, Websites, Handouts, Materials)
Article III of the Constitution – Reading & Handout
Explanation and Background of Marbury v. Madison – Reading & Handout
“Listening Triad Procedures” Prezi
Computer with projector
Whiteboard
http://edsitement.neh.gov/lesson-plan/john-marshall-marbury-v-madison-and-judical-review-how-court-became-supreme#sect-introduction
Students will reorganize into their groups of 3. Students will read both of the materials out loud as a group, starting with “Article III”. Afterwards, the students will take the roles described earlier in the “Listening Triad Procedures” Prezi. The “Questioner” will pose the questions on the handouts provided to accompany the readings. The “Talker” will answer these questions, make a comment, or express an opinion. The “Recorder” will write all three group members’ names on the paper and record the responses from the talker on the handout.
Students will choose new roles as they move on the “Explanation and Background of Marbury v. Madison” and repeat the same procedures. Additionally, the “Talker” and “Questioner” will be encouraged to pose questions that may not be provided on the handouts. These responses can be written by the “Recorder” on the back of the handouts.
When 30 minutes have passed, students should be just about finished up with the activity. The teacher will gather the attention of the class, and starting with the “Article III” assignment, will ask a recorder from each group to stand up and answer one of the handout questions. The teacher will repeat the same process with the second activity and ensure that each group has been allowed to contribute to the class discussion at least once.
*NOTE: Discussion questions are included on the embedded handouts above.
Lesson Closure ‖ Time: 5 minutes
The teacher will write the following question on the board: Using the information you have learned today, what was the significance of Marbury v. Madison? Students will be required to write a minimum 2-3 sentence response on an “exit ticket” before they leave class for the day.
Assessments (Formative & Summative)
Formative:
-Informal assessment in introduction activity as teacher asks students to define vocabulary terms in order to successfully move on. The teacher will ensure students have correct definitions and know the key players to ensure students can successfully understand the material to follow.
-Informal assessment as teacher navigates around the room during student engagement discussions and listens for ideas, thoughts, and misconceptions presented
-Handouts to be turned in for formal assessment by teacher.
-Exit Tickets turned in will serve as a formal assessment to determine if students have met the learning objectives.
Summative:
-End of unit multiple-choce exam with pertinent content from this lesson.
-End of unit project on one branch of government (Judicial, Legislative, Executive).
Accommodations for English Learners, Striving Readers and Students with Special Needs
ELLs: Presenting content in multiple formats (ex: readings are read aloud, “Recorder” reads the answers aloud, Prezi presents the content while teacher explains it), collaborative work.
Striving Readers: Reading content orally in a group setting
Students with Special Needs: Presenting content in multiple formats, collaborative work to allow students to check their understanding.
Resources (Books, Websites, Handouts, Materials)
Article III of the Constitution – Reading & Handout
Explanation and Background of Marbury v. Madison – Reading & Handout
“Listening Triad Procedures” Prezi
Computer with projector
Whiteboard
http://edsitement.neh.gov/lesson-plan/john-marshall-marbury-v-madison-and-judical-review-how-court-became-supreme#sect-introduction