2. Unit Plan Heather Moloney and Mary Castellano

3. Purpose Of Unit  Greater understanding of the American judicial system  Begin to grapple with the essential question Of Culminating Project  Improve presentation, PowerPoint, collaboration, and analytical skills  Learn about Supreme Court Justices and the role of political ideology in decision making  Analyze the impact of their ideology on deciding cases which either expand or limit personal liberties and freedoms

4. Curriculum-Framing Questions Essential Question When, if ever, is it appropriate to limit freedom of a few to protect freedoms of a larger group? Unit Question What role does the U.S. court system play in protecting freedoms? Is this an appropriate role? Examples of Content Questions What is the jurisdiction of the federal and state courts? What is the selection process for federal judges and judges in the state courts? What is the length of judge’s terms at the federal and state level? What are the Bill of Rights? What do they protect?

5. Content Delivery Discussion

6. Content Delivery Lectures:  Jurisdiction, Judges, Civil Liberties, and Civil Rights Readings:  The federal judicial system, the state judicial system, civil liberties, civil rights, and a jigsaw reading of landmark Court cases with graphic organizer  Textbook: Government Alive!  Supplemental Book: California: Politics and Government  Supplemental Handouts: Cases

7. Culminating Project Working in groups, students will need to gather the following information on one of the Justices  Personal biographical information on the Justice. Stick to topics having an impact on his/her career motivations and political ideology, and personal situations that might encourage retirement.  What are the chances of this justice stepping down during the Obama administration? Explain.  Who appointed this justice and for what reasons? Were confirmation hearings a hurdle? Explain.  Has the justice proven to be a predictable choice? Explain.  Each person takes one case: Analyze the reasons the justice stated on one case for which he or she has written an opinion (Make sure to briefly describe the case first). Then place your justice on the political spectrum based on evidence gathered in their opinions on the cases.

8. Culminating Project: What to do with the information  Create a PowerPoint Presentation to teach the class about your assigned justice  Create an outline of your presentation to hand to the teacher prior to your presentation  Bibliography of sources used o Please refer to rubric in the assessment portion of the PowerPoint

9. Assessment – Unit What is the purpose?  To gage how much the students know, what their progress is on the assignments, where further explanation is needed and the extent to which they have mastered the content and the skills presented in the unit

10. Assessment – Before the Project What assessments will be used?  Discussion Questions  Graphic Organizer (prior slide)

11. Assessment – Before the Project What assessments will be used?  Quiz on content

12. Assessment – Before the Project What assessments will be used?  Technology assessment Technology assessment

13. Assessment – During the Project What assessments will be used o Storyboarding o Google Docs - Progress Google Docs o Check List for presentation

14. Assessment – After the Project What assessments will be used?  Grading rubric for presentation  Group evaluation

15. Assessment – After the Project What assessments will be used?  Self evaluation Self evaluation  Peer evaluation  In class unit essay o “Place all the Supreme Court Justices on the political spectrum provided and defend your placement of three of the justices using court cases as evidence. How does their political ideology play a role in limiting or protecting our freedoms?”

16. Feedback  What do you think we need to consider?  What assessments might better fit our unit plan?  Do you think we have too much assessing? Not enough?