Section 5- Moving onto individual lesson planning (first a lesson
catalogue for each lesson – followed by detailed lesson plan for each
lesson)
Lesson # Overview
Lesson # 4 The Federal Courts and the
Title
Importance of both Judicial Review and Due
/Standards
Process.
SOL: CE 10a,b, d
NCSS Theme: Theme V Individuals, Groups,
and Institutions
Big Question for
lesson
(from teaching
thesis)
Specific lesson
Objectives (transfer
from above).
How does judicial review and due process impact the
Federal Courts within the Judicial Branch?
TSW analyze, evaluate, and describe the due
process clause within the US Constitution.
TSW analyze, evaluate, and describe judicial
review within the case Marbury v. Madison.
Content
focused/action verbs
Assessment of
Objective(s)
e.g. Obj 1=
Obj 2=
(you do not need to
formally assess all
objectives
individually – can do
them as a group if
appropriate)
analyze, create, evaluate, describe
#1 The student will complete a frame
provided in order to guide them in
understanding the federal courts, due
process, and judicial review.
#2 The student will analyze and interpret
from the Constitution the purpose of due
process.
#3The student will write a reflection on
Brief explanation of
scope of lesson
(explanation of
tasks, and
assessments)
How are you trying
to motivate students
in your opener?
What is your
closure?
judicial review and the constitutionality of it
that was argued within Marbury v. Madison
by analyzing various excerpts from the case.
The purpose of this lesson is for students to
understand the role of the Federal Courts
and the importance of due process and
judicial review. The analysis of the
Constitution is a perfect assessment because it
helps students differentiate and evaluate the
importance and constitutionality of due
process. By reflecting on Marbury v.
Madison students will be able to evaluate the
importance of judicial review within the court
system.
The motivation for the opener is to get
students to review and think about past units.
The closure will be an overall review like the
opening activity.
Section 6. Detailed lesson Plan
Title: The Federal Courts and the Importance of both Judicial
Review and Due Process.
Grade and Subject: Grade 8 Civics and Econ
Time Allotted: 45 mins
SOL #:
CE 10a,b,d
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
NCSS Theme:
V
How does both judicial review and due
process impact the Federal Courts within the
Judicial Branch?
How will student
-Focus Questions
understanding be assessed? -Frame
-include assessments.
-Due Process Clause Activity
-Marbury v Madison Activity
-Wrap Up Reflection: Review of class
Key Concepts (no definition necessary):
Due Process
Marbury v. Madison
Judicial Review
Federal Courts
Constitution of the United States of America
Constitution of the State of Virginia
Clause
5th Amendment
14th Amendment
Supreme Court
SWBAT (as many as required by lesson):
#1 The student will be able to analyze, evaluate, and reflect on
primary source information from the 5th and 14th Amendments in
the Constitution of the United States detailing due process.
#2 The student will be able to analyze and reflect on primary source
excerpts from the Supreme Courts findings in Marbury v. Madison
regarding judicial review.
#3 The student will be able to describe and identify the impact that
both due process and judicial review has on the Federal Courts and
its impact on them as citizens of the United States of America.
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Remy, R.C., United States Government Democracy in Action Presidential Election Edition.
Glencoe: McGraw Hill 1998 Pg 92
Attachment A: PowerPoint Slideshow 1 with Frame
Attachment B: PowerPoint Slideshow 2
Attachment C: Due Process 5th and 14th Amendment Worksheet
Attachment D: Marbury v. Madison Worksheet
Just Do It (hook): White board focus questions on PowerPoint. (See Attachment
A and B)
Obj #
Description of Lesson Procedure
#1 (35mins
max)
Students
respond in
3 mins. 1
min go
over as
class.)
The instructor will begin by having
students getting out their white
boards and answering the focus
review questions. (See Attachment B
Slides 1-4) The instructor will hand
out frame after going over focus
questions. (See Attachment A Slide
26-27) Then students will begin work
on the frame when instructor begins
the PowerPoint presentation. (See
Attachment A Slides 12-18) Students
will fill out frame as instructor goes
through PowerPoint. At the end of the
PowerPoint students will place
Check for Evidence of
Understanding
Completed focus questions.
Complete frame.
completed frame in personal
notebook with their other completed
frames for class.
Transition: Instructor will hand out Due Process worksheet. (See Attachment C)
#2 (Power Students will complete the due
Students will turn in due
Point with process worksheet. Instructor will
process analysis worksheet
frame will then go over worksheet and talk about for a participation/classwork
take 20-25 the importance of due process on the grade. Work will be
mins)
court system.
checked for completion.
(Worksheet
will take 510 minutes
including
class
review)
Transition: Instructor will hand out Marbury v. Madison worksheet. (See
Attachment D)
#3 (This
Instructor will help students with
Students will turn in their
will take
completing worksheet. After students worksheet for a
maybe 5complete their worksheet the
participation/classwork
10
instructor will then ask for students to grade. Work will be
minutes)
share their responses and explain.
checked for completion.
Closure (How does this come back to the guiding question):
The closure will be a reflection on the importance of due process and judicial
review that we just covered in class. This closure essentially will be a summary of
all the class material that we went over. (5 minutes) (See Attachment B Slides 7-8)
Modifications/Differentiation:
Frames will be used to facilitate differentiation.
Guided practice worksheets.
SPED and ELL Aids will be given worksheets/lesson plans/ all material in advance
of class.
SPED and ELL Aids will modify for students if they need to.
Class material will be modified according to a student’s IEP.