Lesson+Plan

American Government 101 (College Level Course)

=Lesson Plan # 6 : Supreme court simulation, based on a project based prescriptive learning approach =

Duration of Assignment: 12 weeks

 * Driving Questions: How does the Supreme Court work; what is it that justices do; which processes do they follow; who decides which cases are heard?

Teacher Preparation: For this lesson the instructor will create a class wiki, so that students can easily share their information, thoughts, and ideas with one another as they work in teams to prepare arguments for and against the issues explored in District of Columbia Et. Al. v. Heller. The instructor will have also thoroughly researched the case and its related material.

Social Studies National Learning Standards: II. A. 2. Explain how features of the Constitution, such as federalism and the Bill of Rights, have helped shape American society. Describe, giving historical and contemporary examples, how Americans have attempted to make the values and principles of the Constitution a reality. II. D. 3 Explain the following principles: rule of law, checks and balances, individual rights, and separation of church and state. V. A. 1. Explain the importance to the individual and to society of such personal rights as freedom of thought and conscience; right to due process of law and equal protection of the law.

Materials Needed: A computer with internet access Access to Milner library's online databases Access to class wiki

Objectives: As a result of completing this assignment students will use Milner library's resources to conduct research on court cases dealing with the second amendment, the founding fathers interpretation of the second amendment, state laws regarding the second amendment, and local bans on handguns. **

Students will work in teams to define the issues relating to each of the cases.

Students will work in teams to develop arguments in support of and in opposition with the second amendment premised on their interpretation of it and their understanding of the issues depicted in prior court cases.

Students will simulate the actions of the Supreme Court in District of Columbia Et. Al. v. Heller by presenting the case before their peers.

Students will present oral arguments in support of their position on local handgun bans.

Students will write their own majority, concurring, and dissenting opinions based on their interpretations of the case that was presented.

Procedure: Write the second amendment on the board and ask students to discuss the controversial nature of its language. Ask students to discuss its contentious political debate. Have them discuss the advantages and disadvantages of right to carry laws and their dispositions toward the issue. Tell them that they will be conducting a simulation of the Supreme Court's actions in District of Columbia Et. Al. v. Heller. Give them the lesson over the judicial branch and how the Supreme Court works (Powerpoint to be developed as it was for module three). Assign students the task of finding relevant research related to the topic (state laws, local bans, and previous court cases. Tell them to post all of their resources to the class wiki, require that each student make a minimum of two posts. Allow students the opportunity to review the District of Columbia Et. Al. v. Heller case. Give students the option to choose teams in support of and in opposition to handgun bans based on their interpretations of the second amendment, have them research the information they as a class have found and develop arguments supported by their research for (team 1) or against (team 2) the D.C. handgun ban. Next have students choose 9 justices who they feel most represents the characters of (John Roberts, John Stevens, Antonin Scalia, Anthony Kennedy, Clarence Thomas, Ruth Ginsburg, Steven Breyer, Samuel Alito Jr., Sonia Sotomayor). Once the judges have been chosen have each justice will create three questions concerning the case that the rest of the students must answer as they argue in their designated teams as attorneys in support of their position regarding the questions they are asked. And, since sonority rules on the court, the judges will ask their questions in the order in which they arrived on the court!

Students will spend two class periods in oral discussions. The nine justices will then vote via wiki on the case while providing cogent arguments to support their judgment. John Roberts, if he is in the majority, will choose one of the justices to synthesize and write the majority opinion. If he is not in the majority, then the senior majority justice will choose who will write the majority opinion. After hearing the judge’s decision, the other students will write dissenting or concurring opinions.

__Assessment: __ Students will be assessed on their ability to produce cogent arguments supporting their opinions and interpretations of the second amendment, their ability to concisely articulate their position orally and through the written word, and their ability to locate and synthesize valuable information.

The development of rubrics will be forthcoming.

__ Second Amendment __ A well regulated militia being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed.

References  // Civics and Government, National Standards For Civics and Government // http://www.civiced.org/912erica.htm, 9-12.

Gitelson, A. R., Dudley, R., & Dubnick, M. (2004). //American Government// (3 rd ed.). Boston, MA. Supreme Court. 2008. Retrieved November5, 2999 from, http://www.supremecourtus.gov/opinions/07pdf/07-290.pdf