Ohio Standards Connections:

Social Studies Content Standards

GR 9 – 10

 

10th Grade

Government:

Benchmark A

Indicators 1a-c

Citizenship:

Benchmark A

Indicator 2b

Benchmark B

Indicators 3a-f; 4d

Benchmark F

Indicators 14a-c

People in Societies:

Benchmark A

Indicator 1a

Benchmark B

Indicator 4

Skills and Methods:

Benchmark A

Indicators 1;2

 

Library  Guidelines:

GR 9 – 12

 

10th Grade

 

Information Literacy:

Benchmark A

Lifelong Learning: 10

Benchmark B

Evaluating Resources: 1, 2

Benchmark C

Decide: 1, 2

Find: 1

Use: 4, 5

Check: 6, 7

 

Technology Literacy:

Benchmark A

  Search Strategies:1, 2

Web Site Evaluation: 3,4

Benchmark B

Electronic Resources: 1,2,3

Benchmark C

Search Strategies: 1,2,3

Evaluating Sources: 4

 

Lesson Summary:

This is a variable length lesson that familiarizes students with major US Supreme Court cases, various Library/Media Center resources, and supports several of the benchmarks covered on the Ohio Graduation Test (OGT)

Estimated Duration:

This lesson will take between three and five class periods, each class period needs to be a minimum of 45 minutes

 

 

Commentary: This lesson is designed to have students learn about the United States Supreme Court, and resources available in their Library-Media Center.  It can take as little as three days, or be extended for as long as the instructor wishes.  It also can be limited to three cases referenced in the 10th grade Social Studies indicators, or it can be expanded to include many other significant cases – as the instructor deems necessary.


Pre-Assessment:

Teachers should gage the ability of their students to succeed in this lesson with the following observations, discussions, and collaborations.  The social studies teacher should question students about their level of knowledge on the cases Plessy v. Ferguson and Brown v. Board of Education.  Teacher should ask students if they know what ‘reverse discrimination’ is.

Scoring Guidelines:

If the students seem to have a complete understanding of the two cases, they may plan to cover more than the minimum three cases.  If the knowledge is incomplete, they might be better off staying with just three.  Students with a complete understanding of reverse discrimination are probably ready to discuss the outcomes of cases at a higher level, as opposed to more rudimentary responses.  As the instructor monitors the lesson, she or he should feel free to add cases to the research if the students feel able, or back off to the minimum three if there are problems.

Post-Assessment:

When the lesson is complete assessment may be made by teacher observation, quiz scores, presentation scores, and student daily self assessment.

Scoring Guidelines:

Quiz Score – either a percentage of an overall project grade, or individual points, instructor option.
Presentation Score – either a percentage of an overall project grade, or individual points, instructor option.
Student Self Assessment, and the conclusion of each day as the lesson continues.


Instructional Procedures:

This is a multi day lesson that is designed to cover three or more US Supreme Court Cases.  The three basic cases are Plessy v. Ferguson; Brown v. Board of Education; and Bakke v. California.  Other cases that could be added as time and student ability allow include:  Miranda v. Arizona; Gideon v. Wainwright; Mapp v. Ohio; Griswold v. Connecticut; or others that the instructor deems appropriate.

DAY ONE:  In conjunction with a Library/Media Center specialist, the instructor should plan a joint introduction to the project.  This day should occur in the Library-Media Center (LMC) classroom if one is available.  Access to certain print sources and various electronic databases and the internet are essential.
Instructor – introduce the concepts of the three major cases, and either through lecture or classroom discussion talk about the outcomes of the three big cases.  Next, cover the concept of learning court cases by understanding three things:  Name, Facts of the case, and Outcome.  Miranda v. Arizona is a particularly good example to show how a case can be understood through these three items.  Explain to the class that they will be working with cases – and that their goal is to be able to distinguish important historical cases by these three identifiers.
Library Media Specialist – introduce the various material available to students in order to learn about historical cases.  Print sources can be available on reserve or on a book cart, and electronic sources should be shown to the students as well.
Both – The two teachers should take a case and research it, modeling the kind of research you intend the students to complete.  Suggestion, have a form created that has a place for NAME, FACTS, and OUTCOME, ready for the students.  Have them fill out their sheet based upon the information found.  The classroom teacher should ask questions about the modeled case (Griswold v. Connecticut, perhaps) and the Media Specialist should show where to find the information in both print and electronic sources.  When the modeled research is complete, have students double check their handout, or their notes – and teachers should check for completion.

DAY TWO (short lesson):  In the LMC, students have the day to complete three cases – Plessy, Brown, and Bakke.  At the end of the class, check for completion of the worksheets or notes – have students compare work and results.

DAY THREE (short lesson):  Either in the classroom, or the LMC, use the first part of the next period to quiz students on what they have learned about the three cases, and the electronic and print resources they were exposed to.  Make sure to check for learning regarding the significance of each case AND the credibility of the sources used. 

DAY TWO (long lesson):  In the LMC, students have the day to complete three cases - Plessy, Brown, and Bakke.  At the end of the class, check for completion of the worksheets or notes – have students compare work and results.

DAY THREE (long lesson):  In the LMC, assign students another case.  In either groups or individually, they should discover important information about other major cases.  Have the students or groups prepare a poster or other presentation on their case.

DAY FOUR (long lesson):  In the classroom have students present the information they discovered in day three to the class.  With any time remaining, review the big three cases and the research tools that were the most successful.

DAY FIVE (long lesson):  Have students take a written examination on the a minimum of six cases.  The big three, plus three others students researched.
 


Differentiated Instructional Support

The lesson can be modified in any number of ways.  One suggestion is to create a more detailed worksheet.  This worksheet could have much of the information expected to be found and a series of fill in the blanks.  Students would not need to write out all of the facts or outcomes of the case, but simply fill in key concepts.  Another suggestion is to create specific jobs in groups.  Each member of a group is to find particular information and then a final member of the group acts as the compiler – she or he then presents the final information to the group and/or the class.


Extension

This activity can be extended to include as many cases as needed.  Extra credit could be given for additional cases, or cases in the news could be examined and outcomes could be inferred.


Homework Options and Home Connections

During the course of the lesson (long or short) homework can be to complete the research, project, posters, etc.


Interdisciplinary Connections

This lesson is created to be interdisciplinary between Social Studies and Library Media Center.


Materials and Resources:

For teachers

Information on the cases selected, see below for reference ideas.
List of available print resources from LMC
List of potential electronic resources from LMC
Worksheet for students to fill out Name, Facts, and Outcome for each case
Classroom access to the LMC and its facilities

For students

List of available print resources from LMC
List of potential electronic resources from LMC
Blank worksheets for Name, Facts and Outcomes for each case.
Internet access during non-class hours (study hall in the LMC or home)


Key Vocabulary (* for Long Lesson only)

1.  Separate but equal
2.  Affirmative Action
3.  Equal Protection Clause
4.  Segregation
5.  Integration
6.  Right to Privacy*
7.  Unreasonable Search and Seizure*
8.  Right to counsel*
9.  Judicial Review*
10.  Reverse Discrimination


Technology Connections

This lesson builds technology connections in.


Research Connections

This lesson builds research connections in.


General Tips

Group work is a very real possibility in this lesson.  Having students discover the names, facts, and outcomes of cases together and then share results with one another of the class can be very effective.  Individual accountability can be guaranteed if an appropriate quiz or test is given at the end of the lesson to the whole class.  It is important to emphasize to students in a grouped setting that they will be tested individually at the end of the lesson.


Attachments

1.      Filamentality Page, or Hot List of School and internet resources http://www.kn.sbc.com/wired/fil/pages/listmrmercmr1.html

2.      Worksheet for students to fill out for each case