Unit 4 Plan
Section 1
Unit Title
Grade Level
Rationale / Abstract
A) Essential
question to be
explored
B) How and why
the unit will be
used?
C) Why is the unit
significant/relev
ant?
D) How does the
unit meet state
and national
standards
The Judicial Branch: Completing the
Balance
12th grade/U.S. and Virginia Government
A) What is the role and function of the federal judiciary as
the third branch of the national government?
B) This unit will be used to complete the study of the three
branches of the U.S. government. Students will have just
finished up a project on the role of the president and the
executive branch. When students finish they will have
background knowledge on the legislative and executive
branch. This unit will help students understand the final
branch that creates the system of checks and balances in
the national government.
C) This unit is significant because the organization, role, and
structure of the federal judiciary is often unfamiliar to
students. Out of the three braches of government, the
judiciary in particular can seem the most distant branch of
for the students. It is important for students to understand
how the federal judicial system is structured and the role
it plays in balancing the Executive and Legislative
branch. Understanding the importance of the judiciary
and how it affects public policy is important as to foster
informed citizens.
D) This unit meets both state and nationals standards:
SOLS
GOVT.7a SWBAT demonstrate knowledge of the
organization of the National government by examining
the judicial branch.
GOVT.10a SWBAT demonstrate knowledge of the
operation of the federal judiciary by explaining the
jurisdiction of Federal Courts.
GOVT.10b SWBAT demonstrate knowledge of the
operation of the federal judiciary by examining how John
Marshall established the Supreme Court as an
independent, co-equal branch of government through his
opinion in Marbury v. Madison.
GOVT.10c SWBAT demonstrate knowledge of the
operation of the federal judiciary by describing how the
Supreme Court decides cases.
GOVT.10d SWBAT demonstrate knowledge of the
operation of the federal judiciary by comparing
philosophies of judicial activism and judicial restraint.
NCSS Standards
Theme 2: Time, Continuity, and Change
Theme 6: Power, Authority, and Governance
Theme 10: Civic Ideals and Practices
Focus questions for the
Unit
1. How is the Judicial Branch structured in order to
accommodate millions of cases a year?
2. How does the Judicial Branch serve as the third branch
of government in carrying out the system of checks and
balances?
3. How does the Supreme Court affect public policy and
how does the public influence the Supreme Court?
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Section 2
Unit Goals
a) What will students
understand as a result
of this unit (Wiggins
and McTighe levels of
understanding).
Explanation: Students will be able to know and identify the
structure of the federal court system, the derived and
developed power of the courts, the structure and procedures of
the Supreme Court, the influence of the Supreme Court on
public policy, and the influence of the public on the Supreme
Court.
Interpretation: Students will develop visual aids illustrate
the steps on how cases reach the Supreme Court and the steps
in Supreme Court cases. Students will create a profile on a
Supreme Court Justice in which they will describe who
appointed the judge and whether he/she follows the
philosophies of judicial activism or judicial restraint.
Application: Students will use a variety of skills and apply
their knowledge by writing a newspaper article on the
importance of the Marbury v. Madison case.
Perspective: Students will examine the philosophies of
judicial restraint and activism and decide which philosophy
they agree with through writing an OpEd.
Empathy: Students will be put in the role of the Supreme
Court Justices or lawyers and have to go through the steps of
solving a case and experience the complexities of deciding a
case.
Key concepts w/
definitions (min- 6)
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Concurrent jurisdiction-both federal and state courts
have jurisdiction
Original jurisdiction-the authority of a trial court to be
first to hear a case
Appellate jurisdiction- authority held by a court to hear a
case that is appealed from a lower court
Litigant- a person engaged in a lawsuit
Due process clause- principle in the 5th Amendment
stating that the government must follow proper
constitutional procedures in trials and in other actions it
takes against individuals
Grand jury- group that hears charges against a suspect
and decides whether there is a sufficient evidence to bring
the person to trial
Indictment- a formal charge by a grand jury
Petit jury- a trial jury, usually consisting of 6 or 12
people, that weighs the evidence presented at a trial and
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renders a verdict
Senatorial courtesy- a system in which the president
submits the name of a candidate for judicial appointment
to the senators from the candidate’s before formally
submitting it for full Senate approval
Riding the circuit- traveling to hold court in a justice’s
assigned region of the country
Opinion- a written explanation of a Supreme Court
decision
Brief- written statement setting forth the legal arguments,
relevant facts, and precedents supporting one side of the
case
Majority opinion- the Court’s decision expressing the
views of the majority of justices
Dissenting opinion- the opinion expressed by a minority
of justices in a Court case
Judicial review- the power of the Supreme Court to
declare laws and actions of local, state, or national
governments unconstitutional
Stare decisis- the principle that once the Court rules on a
case, its decision serves as a precedent on which to base
other decisions
Precedent- a model on which to base later decisions or
actions
Advisory opinion- a ruling on a law or action that has not
been challenged
Judicial activism- the philosophy that the Supreme Court
should play n active role in shaping national policies by
addressing social and political issues
Judicial restraint- the philosophy that the Supreme Court
should avoid taking the initiative on social and political
questions
Bloc- coalition that promotes a coon interest
Swing vote- the deciding vote
Section 3- Connecting Instruction
Unit Goals
Benchmarks/
outcomes.
Objectives tied to
NCSS standards
and SOL’s
Acceptable
evidenceAssessment Task
Learning
Experiences and
Instruction
Students will
GOVT.7a SWBAT
Visual chart on the
This information
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identify the
structure of the
federal courts
including their
derived power and
jurisdiction.
demonstrate
knowledge of the
organization of the
National
government by
examining the
judicial branch.
structure of the
federal courts.
Frame on the
different types of
jurisdiction.
Unit Test
GOVT.10a
SWBAT
demonstrate
knowledge of the
operation of the
federal judiciary by
explaining the
jurisdiction of
Federal Courts.
Theme 6: Power,
Authority, and
Governance
Theme 10: Civic
Ideals and Practices
Students will
explain the
importance of
Marbury v.
Madison and how
the Supreme Court
has gained power
to be a co-equal
branch.
GOVT.10b
SWBAT
demonstrate
knowledge of the
operation of the
federal judiciary by
examining how
John Marshall
established the
Supreme Court as
an independent, coequal branch of
government through
his opinion in
Marbury v.
Madison.
Write a news report
on Marbury v.
Madison, discussing
the case, those
involved, and the
impact of the courts
decision.
Unit Test
will be given to
students through
interactive lecture
and reading
activities that will
have the students
filter the
information and put
it into an organized
chart.
Students will learn
about the rise of the
Supreme Court’s
power through
interactive lecture
with slot notes.
Students will also be
asked to research
additional
information for the
news report on
Marbury v. Madison
Theme 2: Time,
Continuity, and
Change
Theme 6: Power,
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Authority, and
Governance
Theme 10: Civic
Ideals and Practices
Students will
identify how the
Supreme Court is
structured and
how justices are
appointed.
GOVT.10c
SWBAT
demonstrate
knowledge of the
operation of the
federal judiciary by
describing how the
Supreme Court
decides cases.
Theme 6: Power,
Authority, and
Governance
Theme 10: Civic
Ideals and Practices
Develop visual aid
on how cases reach
the court and the
steps to deciding a
case.
Create a pamphlet
or profile on a
Supreme Court
justice (current or
past) and discuss
how they became a
justice, whether they
support judicial
activism or judicial
restraint, and how
they voted on
different court
cases.
Unit Test
Role play a
Supreme Court case
Students will
identify how the
Supreme Court
influences public
policy and the
factors that impact
the Supreme
Court’s decisions.
GOVT.7a SWBAT
demonstrate
knowledge of the
organization of the
National
government by
examining the
judicial branch.
Analyze a court case
and decide how to
vote based on
precedents, oral
arguments, and
philosophy.
Unit Test
GOVT.10d
SWBAT
demonstrate
knowledge of the
operation of the
federal judiciary by
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comparing
philosophies of
judicial activism
and judicial
restraint.
Theme 6: Power,
Authority, and
Governance
Theme 10: Civic
Ideals and Practices
Section 4- Resources
Resources (link to specific activity)
Lesson 1
Toilet Paper
Syllabus
Homework Menu
PowerPoint for Toilet Paper
Web based resources
Lesson 2
Vocabulary Sheet for Unit 4
Structured note frame on Federal Courts
PowerPoint Lecture
Slot notes
Lesson 3
Article III of the Constitution
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Slot Notes
PowerPoint
Framing Routine
Lesson 4
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Section 5- Lesson Catalogue
Lesson 1. Title
Getting to Know You
Big Question
What will the next few weeks look like?
Specific Objectives
(transfer from
above)
1. Students will report facts about themselves to the class in
order foster relationships between the class and student teacher
by participating in an icebreaker.
2. Students will examine expectations of the student teacher.
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
The first part of class will foster relationships between the
students and the new student teacher. It is important that the
students are able to get to know the teacher and vice versa as the
student teacher is taking over the classroom and using different
types of instruction. The class will play an ice breaker that
requires them to take toilet paper, not knowing how the game is
played, and then asking the students to write 1 fact about
themselves based on how many sheets of TP they took.
The second part of the class will be at time for the teacher to
discuss the syllabus and have the students sign it, discuss the
homework menu, and discuss the current event project on
Edmodo. It is important that the teacher goes over these new
expectations and assignments so that the students understand
how the next few weeks are to run. This also gives them time to
ask questions.
How are you trying
to motivate students
in your opener?
What is your
closure?
The opening activity will peak student interest as they take
pieces of toilet paper for the ice breaker as they enter the
classroom. Once they enter the classroom they will see on the
board instructions to write one fact about themselves on each
piece of paper. This will allow students to think about what they
want to share with the class and prep them for the activity.
The closing activity will allow time for students to fill in the
“contract” section of the homework menu. This asks students to
decide how many points they would like to earn for this unit.
Students will sign the contract and turn it in to the teacher as
they leave class.
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Lesson 2. Title
Big Question
The Judicial Branch and the Powers of the Federal
Courts: Becoming Equal
What is the organization and jurisdiction of the federal court
system?
Where do the regular federal courts derive their jurisdiction?
How did the Supreme Court gain status equal to the other two
branches of the federal government?
Specific Objectives
(transfer from
above)
1. Students will sort the different types of jurisdiction by filling
out a vocabulary chart.
2. Students will write a newspaper article on the importance of
the decision made in Marbury v. Madison and how that
increased the power of the Supreme Court.
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
The first part of the class will serve as an introduction to the
Judicial Branch and will seek to give students an important
starting framework that can be referenced throughout the unit. It
is important to first have students activate their prior knowledge
about the Judicial Branch to aid their learning and to identify any
misconceptions or pre-conceived notions or perspectives. The
framework will help students visualize the structure of federal
courts which will help as they discuss their different jurisdiction
and organizations.
The second part of the lesson focuses on how the power of the
Supreme Court has grown over the years to become a co-equal
branch of government. It is important that students understand
the history and growth of the Supreme Court so they can grasp
the power that the court holds in the system of checks and
balances in present time compared to the 1800s. Students will fill
out notes on the how the SC’s power developed, including early
precedents, Marbury v. Madison, and John Marshall. They will
then be given additional reading on the case and asked to write a
news report on the case and why it is significant for homework.
The discussion will end with the Due Process Claus and cases
that fall under it such as the Slaughterhouse Cases, Plessy v.
Ferguson, and the court and business.
How are you trying
to motivate students
in your opener?
The opening activity will ask students to write down three words
that come to mind when they think of the Judicial Branch of
Government. They will should be prepared to explain/defend
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What is your
closure?
their answers.
The closing activity will ask students to reflect on their answer to
the opener and decide if their opinion has stayed the same or
changed.
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Lesson 3. Title
Big Question
The Federal Courts: What are they and what do
they do?
Where does Congress derive the power to create federal courts?
What purpose do the lower federal courts serve?
How are Supreme Court justices chosen?
Specific Objectives
(transfer from
above)
1. Students will determine where the Congress derives the power
to create lower federal courts.
2. Students will identify the roles and purpose of both legislative
and constitutional courts.
3. Students will examine the process for selecting a Supreme
Court Justice.
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
How are you trying
to motivate students
in your opener?
What is your
closure?
This lesson will cover the federal courts, including the Supreme
Court and lower federal courts. It is important for students to
understand the overall structure of the federal courts as well as
each courts purpose, jurisdiction, and structure so that they can
be informed citizens. This material will be presented in an
interactive lecture that will include clips of court scenes to help
students visualize the information.
Students will continue to fill in slot-notes and their vocabulary
chart for unit 4. At the end of the lecture/notes students will take
the information and put it into a Frame. This will help them
process the information. Informal assessment will also be given
through discussion during lecture, discussion of the opener, and
through the closing 3-2-1 Processor.
The opening activity will allow students to look at Article III of
the Constitution and ask them what wording allowed Congress to
create courts. Students will have a chance to respond before
class discussion. This will give students plenty of “think” time.
3-2-1 Processor will serve as a closing activity asking students to
list 3 new things they learned, 2 concepts that they are still
confused on, and 1 reason why this is important to know.
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Lesson 4. Title
Big Question
The Supreme Court: Shaping Public Policy
1. How is the Supreme Court able to influence public policy?
2. What are the limits put on Supreme Court power?
Specific Objectives
(transfer from
above)
1. Students will examine how the Supreme Court influences
public policy including judicial review, overturning earlier
decisions, and interpretation of laws.
2. Students will identify the limits of the Supreme Court’s
power.
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
This lesson will explore how the Supreme Court shapes public
policy through judicial review, interpretation of laws, and
overturning decisions. It will also discuss the limits of the
Supreme Court including the types of cases it can hear, its
limited agenda, the lack of enforcement power, and its role in the
system of checks and balances.
After a brief lecture on the power and limits of the Supreme
Court, students will break into groups and do a case study on the
impact of different Supreme Court cases. They will answer
questions about the cases and share their findings with the rest of
the class.
How are you trying
to motivate students
in your opener?
What is your
closure?
For the opening activity students will answer questions to a
political cartoon. The cartoon illustrates that the courts have
little power in checks and balances. The students will be asked
to explain the elements visible in the cartoon, explain their
implications, and state if they agree or not.
As a closing activity students will have a quick write answering
the following question: “Do you think the power of the Supreme
Court to affect public policy is too much or too little? Why?”
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