The+Judiciary+Branch

=**The Judicial Branch **= flat



=Who=

There are nine justices on the United States Supreme Court who are appointed for life. These appointments are made when a previous justice steps down from their position or dies. As per Article II, Section 2, paragraph 2 of the United States constitution the President has the power to appoint members of the Supreme Court, but they may only take this position after their appointment brought to the Senate for "advice and consent". Below are the current justices of the Supreme Court starting with Chief Justice Roberts and continuing in a chronological fashion there after. Also below are the ages at which they were appointed, their current age, and how long they have been on the bench. Also present is their political affiliation as based on the person who appointed them. media type="custom" key="10454200" = = =What=

The Supreme Court of the United States of America is the highest court in the land as outlined by Article III of the constitution. It has the ultimate appellate jurisdiction over all state and federal courts in the United States as well as original jurisdiction of a few number and range of cases. It should be noted however that the appellate power that the Supreme Court wields is largely discretionary and is heavily influenced by the views of those sitting on the court. Often the decision of the Court is a clear reflection of the overall political leaning of those who sit as justices. = = =When=

Between the months of October through April the United States Supreme Court is in session for hearing the oral arguments that make it to the court. After the oral arguments are heard the justices decide the verdict of the case through a majority vote. After the decision is made the Court's opinions are published in three stages. First a slip of opinion is made for the Court's website and other outlets. Following this several of the opinions of the case, both dissenting and majority, are bound in a preliminary copy of //United States Reports//. Finally after about of year of preliminary prints a final copy of //United States Reports// is printed containing the results of the case and various opinions of the Court.

= = =Where= media type="googlemap" key="http://maps.google.com/maps?hl=en&q=united+states+supreme+court&ie=UTF8&hq=united+states+supreme+court&hnear=&radius=15000&t=h&vpsrc=0&ll=38.890686,-77.00496&spn=0.003315,0.008191&z=14&iwloc=A&cid=351189126799137217&output=embed" width="425" height="350" 1 First St. NE Washington D.C., DC 20543 (202) 479-3000 = = =Why=

Due mainly to the direction of John Marshall within the case Marbury v. Madison (1803) the Judiciary act of 1789 was deemed unconstitutional. Because this act was deemed unconstitutional the power of Judicial Review through the Supreme Court was established and strengthened. Whether this is considered a positive or negative result, since this case Judicial Review has been the main purpose of the Supreme Court in it's purpose of reviewing the law of the United States of America.



=Grades= How can political affiliation of the president who appointed a person affect how they rule on a case? What prediction would you make on voting tendencies based on the current members of the Supreme Court? Why was Marbury v Madison so important to the United States Supreme Court? What is Judicial review? Write a brief outline on the Marbury v Madison case. ( [] )

All questions or assignments found within this page are to be answered and submitted on the class Moodle before our next meeting.

media type="custom" key="10454222"

=Lesson Plan= CENTRAL CONNECTICUT STATE UNIVERSITY

Lesson Plan Template
** Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand): **
 * **Student Teacher :John Perrier ** || **Grade Level: 7-10 ** || **Date of Lesson:9/20/11 ** ||
 * **Name of Lesson: The Branches of Government: Judiciary ** ||

** U.S. Government/ Civics: Branches of Government: The Legislative Branch ** What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. //NOTE: use Bloom’s Taxonomy to assist this work. //
 * **Student Learning Objective(s) : **

Students will be able to identify specific characteristics concerning the “Who, what, when, where, and why” of the United States Congress. This will help them to understand the history of the creation of the constitution and the role of republicanism in the American governmental structure.


 * Rationale for Objective ****: **How does this lesson support previous learning and
 * This will tie into the unit introducing the three branches of the United States government. In particular this section will discuss the United States Supreme Court and the importance of Judicial Review and the political affiliations of justices. ** || **Modification/Accommodations of Objective **
 * ( //IF// needed) **


 * <span style="font-family: 'Times','serif';">Students will use a wiki and outside sources to answer questions from the wiki on the class moodle. **


 * <span style="font-family: 'Times','serif';">Rationale: **<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Students will be given a source of data to reference when answering the questions as well as a reputable site to review the case of Marbury v. Madison. ||
 * **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Assessment: **<span style="font-family: 'Times','serif'; font-size: 14.6667px;"> State the specific strategy (ies) and tool(s) used to collect the data for each SLO. //(Examples: essays, projects, quiz, exit slip, worksheet, etc)//
 * <span style="font-family: 'Times','serif';">There are questions within the Judiciary section of the class wiki which are to be answered on the class moodle. ** || **<span style="font-family: 'Times','serif';">Modification/Accommodations of Assessment **
 * <span style="font-family: 'Times','serif';">( //IF// needed) **


 * <span style="font-family: 'Times','serif';">Rationale: **<span style="font-family: 'Times','serif'; font-size: 13.3333px;"> What student data supports this need? ||


 * **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Materials/Resources: **<span style="font-family: 'Times','serif'; font-size: 14.6667px;"> //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">The use of the class moodle for homework and of the Judiciary Branch wiki page as well as the Oyez.org website from the Chicago-Kent college of law. ** || **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Modification/Accommodations of resources ( //IF// needed) ** ||


 * **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Initiation **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">: ||  || **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Modification/Accommodations **
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Tiered Support ** ||
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Cite how you will **engage** learners, **activate** prior learning and **present** the lesson’s objective.

a) **__what__** they will be doing and learning in the lesson;   b**) __how__** they will demonstrate learning; c) **__why__** it is important. || <span style="font-family: 'Times','serif';">A brief introduction to the Supreme Court and its function as well as an introduction to the wiki page. ||   || <span style="font-family: 'Times','serif';">How will you help students to **connect** this lesson to previous and subsequent lessons as well as connect to their own lives? <span style="font-family: 'Times','serif';">How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning? || <span style="font-family: 'Times','serif';">Ask students how these decisions could affect their lives and share the predictions made during the previous section.
 * 1) explaining ** :
 * **<span style="font-family: 'Times','serif';">Lesson Development: ** ||  || **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Modification/Accommodations **
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Tiered Support ** ||
 * <span style="font-family: 'Times','serif';">Cite how you will allow students to **explore** and **experience** the material in order to build meaning and build on each concept(s).
 * what you will do to model or guide lesson;
 * what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO. || <span style="font-family: 'Times','serif';">Have the students look at the current members of the Supreme Court and make inferences as to how the information given could affect how decisions are made. As well as explore the wiki site for more information on the Supreme Court. ||  ||
 * **<span style="font-family: 'Times','serif';">Closure: ** || || **<span style="font-family: 'Times','serif'; font-size: 14.6667px;">Modification/Accommodations **
 * <span style="font-family: 'Times','serif'; font-size: 14.6667px;">Tiered Support ** ||
 * <span style="font-family: 'Times','serif';">Cite how you will **evaluate** if the objective(s) was met.

<span style="font-family: 'Times','serif';">Homework: Have students visit the wiki page on their own and answer the questions present with the use of the wiki and other resources available to them via internet. ||  ||