Supreme+Court

=Ms. Pember= =Day 1 Mon July 12= Title: Introduction to the Supreme Court __**Objectives:**__ Students will be able to: -Connect last week's unit on immigration to this week's unit on the Supreme Court -Identify prior knowledge about the Supreme Court -Create a list of questions students still have about the Supreme Court

[[file:How would the Arizona Law relate to the Supreme Courts.docx]]
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**__ Day 2 – Tuesday July 13, 2010 __**
**__Objectives__** Students will be able to - research a topic of personal interest on the Supreme Court - evaluate a variety of internet resources for research - organize research findings on to a Mind Map using the program Inspiration - present research findings within the classroom and virtually using video chat
 * __ Title: Continuation of Day 1 project __**

How do you become Justice Cheif?
= How do you become Chief Justice Research = http://en.wikipedia.org/wiki/Chief_Justice_of_the_United_States Chief Justice is appointed by the President of the United States sometimes. Nominated by president and confirmed to sit on the Court of the Senate. Appointments only finish when a justice dies in office, resigns, or is impeached by the House of Representatives and convicted by the Senate. If the majority of the senate says yes/no that’s what happens. http://www.supremecourt.gov/ You don’t have to be an Associate Justice to be a Chief Justice. Must be trained in the law.



What does the Chief Justice wear? The Chief Justice is like the manager of the Supreme Court

I learned that the supreme court is very important. You have to be nominated by the president to be chief justice and the vote of the justices have to be in favor. The video cameras I believe could be veryyyy useful and I enjoyed the activity.
 * __Closing Reflection__**

**__ Day 3 – Wednesday July 14 __**
**//Either for Marbury v Madison//** -- Ms. Pember
 * __ Title: Focus on one famous case and begin final project __**
 * __ Objectives __**
 * the role of the Supreme Court in interpreting the Constitution;
 * the significance of Marbury v. Madison;
 * the concept of judicial review and how //Marbury v. Madison// solidified it;

Students will be able to: - summarize researched and shared information on the Supreme Court by creating a Glog - research current trends/decisions of the US Supreme Court - analyze and annotate court documents (majority/minority opinions) and expert analysis reports
 * Both classes: **

“You have been elected the new Mayor of Malden. Before leaving office, the old mayor gave jobs to several of his political friends but the paperwork hasn’t made it to the personnel office yet.
 * __Do Now__**


 * A.** Should you 1) honor the jobs promised by the old mayor, or 2) cancel the jobs since they aren’t “officially” in the system yet?
 * B.** What are the possible negatives to denying these people their jobs? What are the possible positives to allowing them to take these jobs?
 * C.** Would it make a difference if the perspective employees had worked against you in the mayoral elections?

a.First I would see if the people are actually right for the job and that they deserve the job not just there because they knew the mayor. If they're the right people for the job I would let them get those jobs. b.If I deny these people the jobs they may know other people who can try and start trouble with me, the new mayor. But if I allow them to get the jobs they do have expirience and may be good for the system. c.No becuase everybody has an opinion and it should be respected but because i'm the mayor my opinion is the one that counts, not theirs.

=July 15th, 2010 Objectives: After the lesson, students will be able to:=
 * research current trends/decisions of the US Supreme Court
 * analyze and annotate court documents (majority/minority opinions) and expert analysis reports
 * discuss the details and ramifications of recent court cases and justice nominations
 * create a podcast that incorporates students' knowledge and various viewpoints about the situation



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