Supreme+Court

​​Supreme Court Wiki
=Day 1 Monday July 12= ** Title: Introduction to the Supreme Court ** ** 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

__**Activities/Lessons**__
How does Congress block a justice’s nomination to the Supreme Court and is this necessary to keep the court unbiased?
 * Research question for the supreme court.**



Day 2 TuesdayJuly 13
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 **__Activities/Lessons__** Delicious.com is a useful website. You can put your bookmarks online and have sources that help you. You can get your bookmarks/websites from anywhere in the world. My Delicious Page __**Mind Map**__
 * __ Title: Continuation of Day 1 project __**
 * __ Objectives __**

**__Closing Reflections__** I learned that the Supreme Courts reads the law to make sure its not against the U.S. Constitution.

Day 3 Wednesday July 14
__ Title: Focus on one famous case and begin final project __ __ Objectives __ //Either for Marbury v Madison// -- Ms. Pember 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 - analyze and annotate court documents (majority/minority opinions) and expert analysis reports
 * 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;
 * Both classes: **

**__Activities/Lessons__**
__**Do Now:**__ “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?

=
A. I would cancel the jobs because they werent offcially in the system. The mayors friends may not be vaild beacuse of their applications. ======

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B. The possilbe negatives is people could complain and be mad for denying the jobs. The positive outcomes could be that people will be happy. ======

__Mark Up on Marbury v. Madison__

[[file:Marbury+v+Madison+background+reading.doc]]
__I See It Means__

I put a picture of the supreme court because thats what the glog is about. The index card explains what the supreme court does. The background is an old paper I picked that because when I thought about the Supreme court it reminded of the consitution which reminds me of old paper. The picture of the 3 houses of the goverenment shows which one the supreme court is in. The picture of the malet is there because the supreme court handle cases and the judge slams the malet when the court case is over.
 * My Glog On The Supreme Court : My Glog**

= 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?**


 * Objectives: **
 * After the lesson, students will be able to:**
 * **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:**__ **__Upload your marked up articles:__**
 * PLEASE LIST ALL MEMBERS OF YOUR GROUP! Everyone should link to the page where the final copy is uploaded.**
 * Amanda G
 * Daniellle A
 * Devon M
 * Jasmine C
 * Norma



__**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

media type="file" key="My Song 3.mp3"

__**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?

In this case I learned that the government is now looking and paying attention to their workers text messages. They are also thinking about not letting them text when they work. The workers dont agree with this because its invasion of privacy. I thought that doing the project in audio was so much better than just writing things now and then presenting it. This case connects to school in many ways because in school some students are cought texting in class and the teachers take the cell phone away and they have the right to go through the messages (i think) and us students think its a huge invasion of privacy. The audio/video is better to do because its easier because its fast, saves paper, and when the project is done the students wont be shy or scared to present things to the class, the class can just listen or watch the project. I find very handy to do it that way.