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46 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 5, Supreme Court Cases
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Establishing Justice: Moot Court Activity

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http://rims.k12.ca.us/score_lessons/establishin_justice/

Description: The decisions of the Supreme Court during the 1960's had a profound effect in the areas of civil and due process rights of the accused. The Court took the initiative in expanding the rights of criminal defendants, particularly at the state level; as a result, the Court itself became the focus of public controversy. This moot court activity will examine some major cases during the 1960's. Students need to be aware of the impact that the Warren Court decisions had on society to understand the significance of recent constitutional history in their own lives. Standards 11.10.2 and 12.5.4 civics

Author: Adapted from a Lesson by Joan Thompson, Blackfoot High School

Lesson ID: 361

1836 Gag Rule and Anti-Slavery Petitions

http://www.billofrightsinstitute.org/Instructional/Resources/Lessons/Lessons_List.asp?action=showDetails&id=93&ref=showCatD&catId=8

Description: The citizen's right to express his or her views to government in order to effect change is as old as the nation itself. Indeed, the United States was born out of a petition--the Declaration of Independence. This right, however, was severely restricted during the years 1836-1844 when the House of Representatives instituted a "gag rule" to immediately set aside all petitions pertaining to slavery without hearing them. Standards 8.9.0 and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 1531

A Question of Faith? Exploring Reactions to the Recent Supreme Court Ruling on Organized Prayer at School-Sponsored Events

http://www.nytimes.com/learning/teachers/lessons/20000623friday.html

Description: Explore community responses to the 2000 Supreme Court ruling in Santa Fe Independent School District v Doe prohibiting organized prayer before high school sporting events. Read an article from the New York Times with interviews of the town and school leaders about the issue. Study the case to understand the nuances of the ruling. Then analyze a similar hypothetical situation to formulate and support your own opinions on this First Amendment issue. Standards 11.3.5, 12.5.1, and 12.10

Author: Rachel McClain Klein, New York Times Learning Network

Lesson ID: 1578

A Right to Bear Arms - One Patriot's View

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=24&ref=showCatD&catId=4

Description: Analyze a selection of Samuel Adams’ 18th century writing—two newspaper articles, a letter, and a proposed constitutional amendment—and evaluate his position(s) concerning a “right to bear arms.” Did Adams believe in an individual right to bear arms? Did he support the Militia or a standing army? How did his views change, if at all, leading up to the ratification of the United States Constitution? Then analyze Adams’ proposed amendment to the Constitution, compare his language to that of the Second Amendment as it was ratified. How would this information help the Supreme Court interpret the intent of the Founders when ruling on issues related to the Second Amendment. Government 12.2.1, 12.2.5, and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 423

An Impartial Jury: Legal Requirement or Idealistic Goal?

http://www.crfc.org/americanjury/lessons/jury_media/impartial_jury_teacher.html

Description: The Sixth Amendment guarantees that in all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed? Is this possible in this 24-hour news society?

Author: Dan May, O'Fallon High School

Lesson ID: 1315

An Independent Judiciary

http://www.crf-usa.org/bria/bria14_2.html

Description: One hundred years ago, a spirit of reform swept America. Led by the progressives, people who believed in clean government and that government had to help solve society's problems, the movement elected representatives to Congress and to statehouses around America. Progressives passed legislation aimed at improving working conditions, breaking up business monopolies, creating welfare programs for the poor, and assuring pure food and drug standards. Businesses hurt by this new legislation often opposed the new laws and challenged them in court. Defenders of the courts worried that political attacks on judges and basic changes to our judicial system could undermine the independence of the judiciary and seriously affect the delicate balance of powers contained in our constitutional system. But how did an independent judiciary come about and what does it mean to have one? Standards 12.4.5 civics and 12.5.2 civics

Author: Constitutional Rights Foundation

Lesson ID: 66

Barron v Baltimore (1833): Landmark Supreme Court Cases

http://www.billofrightsinstitute.org/Newsletters/LSCC/2006-2007/barronvbaltimore.pdf

Description: Before the Fourteeth Amendment, the Bill of Rights did not automatically apply in the states. In this 1833 case Barron v. Baltimore, the Court affirmed what they considered to be the Founders? intention that the Bill of Rights served to limit only the actions of the federal government. Protections in the Bill of Rights, including, in this case, that just compensation be paid for taken property, could not be applied to state governments. Standards 8.9.5, 11.1.3, 12.7.1 and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 1559

Bethel v Fraser (1986)

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=169&ref=showCatD&catId=7

Description: What are the limits of student expression at school? In this landmark student expression Supreme Court case, Bethel v. Fraser (1986), the Court considered whether the First Amendment protected a student-government nomination speech filled with sexual innuendo. Standards 12.5.1, and 12.10

Author: Bill of Rights Institute

Lesson ID: 226

Bill of Rights and the Supreme Court

http://school.discovery.com/lessonplans/programs/profilesoffreedom/index.html

Description: Learn how state laws can be found to be constitutional or to be overturned by the Supreme Court because they violate the U.S. Bill of Rights. Use the Internet and other research sources to find information about the kinds of cases heard by the Supreme Court. You may wish to begin your seach at this site: http://www.findlaw.com/casecode/supreme.html Standard 12.5.1

Author: Betsy Hedberg, DiscoverySchool.com

Lesson ID: 142

Brown v. Board of Educaton: A Landmark in American Justice

http://americanhistory.si.edu/brown/resources/five.html

Description: In 1952, the Supreme Court agreed to hear school desegregation cases from across the country. Thurgood Marshall and the NAACP had arrived at their destination at last, but the battle to overturn Plessy v. Ferguson and to bring down legal segregation took years to unfold. In this lesson, students will examine both the integrationist and segregationist arguments through role play, and begin to explore the impact of the Court's decision through a primary source photographic analysis activity. Standards 11.10.3, 11.10.4, 12.5.2, and 12.5.4 civics

Author: Smithsonian National Museum of American History

Lesson ID: 164

46 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 5, Supreme Court Cases
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