Federal Court System Unit Independent Study
** This is a unit for a United States Government course that I created for an Independent Study at
Michigan State University**
The Federal Court System
Title: The United States Federal Court System; “America and the Courts”
Objective: To provide an overview of how the United States Federal Court System
operates as well as how important diversity as been and will continue to be in the courts.
Estimated Time Required: This unit has been scheduled for completion in two (2)
weeks. The overall time period does not have a lot of room to maneuver as the class it is
designed for has 3 main units for a 9 week course. Individual days may vary depending
on how class discussion and activities go.
Materials Needed: The following handouts will be required over the course of the unit:
1) Unit Overview
2) Project Requirements
3) Project Grading Rubric
4) Unit Class Notes
5) Unit Packet
6) Federal Court Pre-Quiz
7) Article Assignment
8) Group Project Proposal
9) Video Outline.
10) Group Evaluation
Important Unit Information:
Notes – Must go over important information for taking notes on PowerPoint slides
Final Project – Must go over group etiquette and describe evaluation process for group
and how it will affect individual grades.
Video – Must make sure every student has received a movie clearance slip, and returned
it. If a student has not returned it, or a parent does not sign it, have the alternate internet
assignment available that will provide the same information.
Sources – Make sure all students fully understand how to properly source information as
well as any consequences for improperly sourcing. Also make sure they understand the
punishment for plagiarism (taking credit for someone else’s work)
- Point them to Easybib.com
o Give them a tutorial on day 6 in library or hook up laptop to television
and provide examples (Book, Internet, Encyclopedia, Newspaper
Article, exc.)
1
Unit: The Federal Court System / The Judiciary Branch
Fall Semester 2008
Sub-Focus: Diversity in the Court System since the Constitution
Topics:
The Nomination Process
The Confirmation Process
The Appeals Court
- Supreme Court Oversight
The Supreme Court
- Jurisdiction
- Current Justice Makeup
- Previous Justices
- Why diversity is important in cases and Justices
- Derailed confirmations
- Controversial Confirmations
- Landmark Diversity Cases
o Brown v. Board
o Roe v. Wade
o Marbury v. Madison
o Dred Scot vs. Sandford
o Miranda vs. Arizona
Students Should Understand:
- What role the US Federal Court System plays in our government
- Why diversity among justices can be so pivotal in deciding certain cases
- What the term swing vote really means
- Basic processes to become a federal judge
Essential Questions
- Why is there a federal court system?
- Why does the Federal Court system need to be diverse?
- What major roles in the past century as the Federal Court System been apart of?
- Why some confirmations to either major federal court circuit have been withdrawn
Enduring Understandings
- The complexity to get cases before the Supreme Court
- The confirmation process was created to ensure the judge or justice being confirmed is
non-bias in interpreting the constitution.
- Some people believe that the federal court system doesn’t remain independent enough
and sometimes vote along “party lines” as to who they were appointed under.
- How the system of Checks and Balances in the United States involves the Judicial
Branch.
- How important diversity has been and will be in future decisions of the Supreme Court
2
Assessments:
Interpret: The constitution in relation to the Federal Court System
Analyze: How diverse the Supreme Court has been over the nations history
Explain: How Diversity has changed the course of the country within our nations history
Perspective: Why did the writers of the Constitution (“Founding Fathers”) create a
Judiciary Branch of Government?
Apply: Federal Court System unit project
Tentative Daily Topic Outline – 2 Week Unit
September 8
September 9
September 10
Daily Write: Why is the Federal Court System Important? (10)
Unit Overview (25)
Pass Out Project Requirements - Grading Rubric (10)
Pass Out Unit Notes (10)
Pass Out Unit Packet (10)
Assignments Given: Federal Court Pre-Unit Quiz
Assignments Due: None
Daily Write: How many women and minorities have been on the Supreme
Court?
Discuss News Articles on Sandra Day O’Connor/Thurgood Marshall
Begin Class Notes (In Packet --- Powerpoint)
- Go through Slides involving Confirmation Process
- Historical Statistics
- Derailed confirmations
-Withdrawn
- Failed Votes
- Stalled in Senate
- Diversity in candidates
Assignments Given: Read Chapter related to Federal Court System
Article Assignment
Assignments Due: Supreme Court Pre-Unit Quiz
Daily Write: What is the process for getting a case to be accepted by the
Supreme Court for Oral Arguments?
Continue Class Notes
- United States Circuit Court of Appeals
- Individual Supreme Court Justices Responsibilities
- Diversity Statistics on Current Court
- Process for Appealing to the Supreme Court
Assign Groups and Topics
- Class of 25
- 5 groups of 5
Assignments Given: Chapter Review Questions
3
Project Group Proposal
Assignments Due: Chapter Review Questions
September 11
September 12
September 15
September 16
Daily Write: How has the last 30 years changed the Supreme Court?
Continue Class Notes
- Supreme Court of the United States
- Current Justices
- Well Known former Justices
- Historical Justices in Case For Diversity
- Thurgood Marshall
- Brown v. Board
- Sandra Day O’Connor
- Ronald Reagan Campaign Promise\
- Justice classifications
- Current Makeup
Assignments Given: None
Assignments Due: Project Group Proposal
Article Assignment
Daily Write: What would you consider to be important cases in the Supreme
Court’s History?
Continue Class Notes
- Supreme Court
- Important Cases of the United States Supreme Court
- Future of the United States Supreme Court
Daily Write: None
Watch Short Video on Court (30) (Find)
Transition (Review Project Requirements)
Library & Computer Lab – Group Project Research (40)
Daily Write: None
Library & Computer Lab – Group Project Research
September 17
Daily Write: None
September 18
Library & Computer Lab – Group Project Research
Daily Write: None
Library & Computer Lab – Group Project Research
September 19
Daily Write: None
Collect Class Notes ( 5 points C / 3 points Partially C / 0 points IC)
Group Projects Due
Unit Packet Due
4
Unit Handouts:
Unit Overview
Project Requirements
Grading Rubric
Class Notes (From Powerpoint)
Unit Packet
Federal Court Pre-Quiz
2-3 News Articles
Sandra Day O’Connor Nomination
Thurgood Marshall Nomination
Article Assignment
Group Project Proposal
Video Outline Questions
Unit Points
Unit Requirement
Pre-Quiz
Points
5
Class Notes
5
Article Assignment
10
Group Project Proposal
10
Video Questions
5
Unit Packet
Final Project
5
160
Total Points
200
Description of Points
A 5 question quiz on
general Federal Court
knowledge
Completion of notes will
receive full credit. Partial
Completion will receive
half credit. No completion
will result in no credit
Point will be based off a 3
question worksheet on
interpretive knowledge of
an article they selected
based on criteria given
Points will be rewarded
for all group members
completing a project
proposal that meets all
requirements.
Questions based on video
to make sure they watched
it.
Complete/No Complete
This will serve as the Unit
Evaluation. Points based
on completion of criteria.
5
Activity Breakdown & Description
Activity 1
Pre-Unit Handouts
Used:
1
Objective:
This will give students an overview of what particular topics will be covered in the unit
as well as certain handouts that will be used throughout
-
Materials:
Time:
Unit Overview
Project Requirements & Grading Rubric
Unit Packet
Unit Notes
For the first day of the unit, this will take up at least 40 minutes as everything that is
being passed out will have to be gone through and explained
Activity 2
Daily Writes
Used:
1, 2, 3, 4, 5
Objective:
This will allow students to give a perspective about current knowledge of the question
even if they had not learned about it to that point in the course.
Materials:
The only materials that will be needed for this portion of the unit is a notebook that can
be used with a pencil for the students to record their thoughts.
Time:
Each day there is a warm-up, students will be given 10 minutes to record their thoughts
in the notebook and then there will be 10-15 minutes of discussion.
Activity 3
Federal Court Pre-Unit Quiz
Used:
1
Objective:
This homework assignment will be passed out towards the end of the first day of the
class and if completed, may be turned in. This will test the students’ basic knowledge
of the Federal Court System.
Materials:
Time:
-
Federal Court Pre-Unit Quiz
Will be passed out with at least 15 minutes left in class so students have the option of
completing in class, or taking it home for homework.
6
Activity 4
Justice Article Assignment
Used:
2
Objective:
This group of articles, along with the discussion and assignment will provide students
an understanding of how revolutionary it was to bring diversity to the nation’s highest
court.
-
Materials:
Time:
Article Packet
Article Assignment
Passing out the articles and following discussion will take approximately 30 minutes of
the class time. The assignment will then be passed out with about 15 minutes of class.
Turning in the assignment early will not be an option.
Activity 5
Unit Notes
Used:
2, 3, 4. 5
Objective:
The Unit Notes will be the core of the unit. This will provide a majority of the
knowledge the student will need to use for their final project as well as the knowledge
from the unit for the Final Examination
-
Materials:
Time:
Course Note Packet
Teacher Packet with additional notes
This will take up the balk of the time of the two weeks. It will take all of 3 class periods
as well as parts of 2 others.
Activity 6
Assigning Groups
Used:
2
Objective:
This activity will set the groups for the final project that serves as the unit examination
Materials:
Time:
-
Class List
Group Sheets
It will take about 20 minutes to assign groups as well as make sure all groups are
compatible and allow me time to make any desired changes
7
Activity 7
Group Project Proposal
Used:
2/3
Objective:
This proposal will allow me to make sure that each group is on the right track for their
desired topic and it is acceptable.
-
Materials:
Time:
Group Project Proposal Sheet
This will be passed out with 20 minutes left in day 2 to allow groups to discuss it and if
they are not finished then, a little extra time will be provided the following day.
Activity 8
Transition Video
The Supreme Court*
Used:
6
Objective:
This video will help students transition from learning about the Supreme Court to
helping them applying what they have learned. It will be a video about the inner
workings.
Materials:
Time:
-
Video
Movie Outline Question
Passing out the assignment will take roughly 10 minutes with instructions video will last
roughly 30 minutes.
Activity 9
Group Research
Used:
6, 7, 8, 9
Objective:
These days will provide groups the required and necessary time to do their research
about their topic and put together their final project.
Materials:
Time:
-
Project Requirements
Grading Rubric
They will get 3 full class periods in the library/computer lab and 40 minutes of another
day to complete research.
8
Activity 10
Final Project
Used:
10 (6-9 for research)
Objective:
To asses the knowledge of each group on the Federal Court System through how their
final project came out based on the grading rubric criteria.
Materials:
Time:
-
Final Project
Grading Rubric
Group Member Evaluation (Not Graded, used for the purpose of each group
assessing the contributions of others in their group)
Turning in the project will take 1 hour of class time and the last 20 minutes will be used
for group members to fill out evaluations.
Note: The category **Used** is which day during the unit the particular activity will be
used.
* The Supreme Court DVD 4PK
http://www.shoppbs.org/sm-pbs-the-supreme-court-4pk-dvd--pi-2582454.html#Details
9
Enduring Understanding
The Supreme Court Unit Overview
Why should students know about the Supreme Court of the United States?
It is important for students in a high school classroom specifically to know about
the US Supreme Court for a variety of reasons. One reason is that, directly or indirectly,
the decisions rendered by the court every year will have an impact on their lives. They
might not see it change their everyday lives, but it will find unexpected ways of
interacting with them at any given moment. It is important to know about the court
because it is one of the foundations of our government and in order to understand how
our government works as a whole; they must be able to understand in what ways each
branch works separately from one another. Finally, in a broad sense, the must know
how the court works and arrives at their decisions. There are 9 members of the court,
from a variety of different backgrounds as well as differing ways to interpret the
constitution. That in and of itself is important because it brings full circle the notion that
how one justice may vote on the basis of their philosophy of law could shape the
direction of the country for many years to come.
Why should topics in the unit be covered right now?
I believe it is very important to be up-to-date in the dealings of the Supreme
Court and why it should be a pivotal unit covered every term. It is important to cover the
Supreme Court as it is now. That means, in effect, that tomorrow something unforeseen
could occur, such as the death or resignation of a Justice. What happens in return is that
whomever the president nominates could shift the balance in ideology to the left or the
right resulting in a shift in the decisions in interpreting the constitution. When the
balance shifts, the decisions handed down by the court at the end of the term could be
vastly different as if the case was argued a few years ago when the composition of the
court was different by as little as one justice.
How students and society could learn from the lesson and act accordingly.
When I try and think of how society should think about the Supreme Court, it is a
very tough question to answer. I think that society and students should view the Supreme
Court as an institution. It has been the foundation of our legal system ever since the
writing and passage of the United States Constitution. They should also view the
Supreme Court as one that can change the direction of our country with one vote and one
opinion. But, that is what makes it so unique and so fascinating. You need learn how to
fully understand how it works and who is behind the mahogany bench to see what
direction our country is moving towards. It could very well be like that for the next 10
years if no justice decides to retire.
Students and society as a whole should be very careful in examining the work of
the Court as well. Even though it is very fascinating, they should not make blanket
assumptions on how decisions will be handed down. One could look at each justice and
say, well 4 are liberal, 4 are conservative and 1 is in the middle. Then they could look at
a track record of the justice in the middle and assume that based on the record that they
will vote a certain way each time. The fact of the matter is, is that even though they
might be labeled a certain way at the time of their confirmation and throughout their
10
tenure; there are a few variables that they do not take into account. For example, they
do not take into account Star Decisis or precedent. And the most glaring factor many
leave out is that even though justices on the court are supposed to interpret the
constitution based on the words written, they are still human. Each justice will approach
the constitution in a different manner, mainly on previously decided cases, and their own
judicial ideology. That is why each President would like a justice to retire because they
can appoint someone they think will follow his own set of values and beliefs.
How will my views play out in this unit?
When I think of how I would teach this unit, I wonder how my potential biases
would affect a students understanding the unit. One of my held beliefs about the
Supreme Court through my reading and personal research is that precedent should be
longstanding and very rarely should be overturned. Such as Brown v. Board of
Education or Roe v. Wade. Those have been defining cases in our history and I not only
agree with the decisions reached in those cases, but I also feel that there must be glaring
evidence to the contrary that those decisions were reached in bad interpretation of the
constitution. That is what has worried me about the current administrations
appointments to the court. Both Chief Justice Roberts and Justice Alito are more
conservative and through their first term(s) on the court seem to be overturning Roe v.
Wade piece by piece. My belief is that governments should not involve themselves in the
private lives of it’s’ citizens. It seems to me in going through the decision by the Burger
Court, the majority of the justices, by a vote of 7-2 agreed to a women’s right.
Having views such as I do, a moderate with generally liberal leaning decisions, I
do think my views will play a factor in the teaching of the lesson. I feel that I will not
give all due diligence to both sides of different arguments. I feel that I will not give the
appropriate amount of time or attention to the way the justices in the majority or
minority, opposite with which I agree; enough time to see if their case is valid based on
criteria set fourth in the case. Having said that however, I feel that there are ways that I
can make sure that I fully convey both sides of any particular argument to the class.
One way would be to go through my notes from the PowerPoint and the talking
points I write be only those of the side to which I do not agree with. This will make sure
that those would be one of the first things to come through in the lectures, while knowing
what I would like to talk about in line with what I think. With that though, I think it is
very important to communicate both sides, to allow students to make up their minds. I
should not be the one to “force” what I believe on to young and growing minds. And the
last thing I would make sure to do is to open the floor up for discussion. This way, it
would allow students the opportunity to show their classmates how they feel and a way to
see how others view the same scenario. My job in a class discussion like that would be
to moderate. To make sure they didn’t drift to far off the topic and also to make sure they
don’t attack their classmates for potentially having differing views.
11
Unit Pre-Quiz
Note: Have students complete quiz on lined sheet of paper with name, date and class
period in upper right hand corner. Also, give this quiz before you hand out student
packet.
1. How many Appellate Circuits are there?
a. 12
2. How many Justices are on the Supreme Court?
a. 9
3. How many women currently sit on the Court?
a. 1
4. How many African-American?
a. 1
5. How many Senior Status Justices are currently living? Can you name them?
a. 1
i. Sandra Day O’Connor
----------------------------------------------------------------------------------------------------------Grading:
1. Have them pass to the person sitting to the left of them. Person on far left give it
to the person on the far right.
2. Go through each question, give the answer and answer any questions that may
arise.
3. Worth 5 points total
a. On number 5, each question is worth .5. If they get ½ of that question
wrong, but all others are right, they will get a 4.5. If they have a 4.5,
round up based upon the following scale:
Quiz Grade
.5
1.5
2.5
3.5
4.5
Recorded Grade
1.0
2.0
3.0
4.0
5.0
4. Collect all quizzes
5. Pass out Unit Packet
12
Daily Writes
Response Sheet
Daily Write 1
Date:
Question: ____________________________________
Response: ______________________________________________________________
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Daily Write 2
Date:
Question: ____________________________________
Response: ______________________________________________________________
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Daily Write 3
Date:
Question: ____________________________________
Response: ______________________________________________________________
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_______________________________________________________________________
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Daily Write 4
Date:
Question: ____________________________________
Response: ______________________________________________________________
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Daily Write 5
Date:
Question: ____________________________________
Response: ______________________________________________________________
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14
Class Discussion
Teacher Information Sheet and Proposed Discussion Points
Instructions: Please read the following article very carefully. This will be the basis for a brief class
discussion.
Author: Alex Freitag
Publication: The State News
Date: February 18, 2008
Page: 4A
**The Article Cited Above is on the handout that was created**
For your reference, here is part of Article 3 of the United States Constitution
The Convention left up to Congress decision on the size and composition of the Supreme Court, the time
and place for sitting, its internal organization, save for the reference to the Chief Justice in the
impeachment provision, and other matters. These details Congress filled up in the Judiciary Act of 1789,
one of the seminal statutes of the United States. By the Act, the Court was made to consist of a Chief
Justice and five Associate Justices. The number was gradually increased until it reached a total of ten
under the act of March 3, 1863. As one of the Reconstruction Congress' restrictions on President Andrew
Johnson, the number was reduced to seven as vacancies should occur. The number actually never fell
below eight before the end of Johnson's term, and Congress thereupon made the number nine.
Source: http://caselaw.lp.findlaw.com/data/constitution/article03/
The Judiciary Act of 1789
The Act set the number of Supreme Court justices at six: one Chief Justice and five Associate Justices. The
Supreme Court was given exclusive original jurisdiction over all civil actions between states, or between a state
and the United States, as well as over all suits and proceedings brought against ambassadors and other
diplomatic personnel; and original, but not exclusive, jurisdiction over all other cases in which a state was a
party and any cases brought by an ambassador. The Court was given appellate jurisdiction over decisions of the
federal circuit courts as well as decisions by state courts holding invalid any statute or treaty of the United
States; or holding valid any state law or practice that was challenged as being inconsistent with the federal
constitution, treaties, or laws; or rejecting any claim made by a party under a provision of the federal
constitution, treaties, or laws.
http://en.wikipedia.org/wiki/Judiciary_Act_of_1789
Topic Starters
Why Do you think you were asked to read this article?
• Had to do with Founding Fathers
o Writing of the Constitution
o Bias and potential conflicts of interest
Thought Questions
1. What do you think this article is trying to portray?
15
2. If the Founding Fathers were to see in person the current makeup of the court, in
the context of the late 18th century, do you think they would have a problem?
a. Thurgood Marshall
b. Clarence Thomas
c. Sandra Day O’Connor
d. Ruth Bader Ginsburg
i. In Each of these, make sure to highlight in the commentary
(article) about the issues that might have faced the founding fathers
3. Where the Founding Fathers correct in their judgement to leave open so much
about the Federal Judiciary to interpretation?
4. Allow students the time to express their feelings related to diversity and the courts
in relationship to the article. What does the author not take into account, what
does he. Should he have made any other points.
5. If you were allowed to write a Letter to the Editor with regards to your opinions,
what would you say?
16
Name:_____________________
Date: ___________
Hour: ___________
Just the Facts: The Judicial Branch of Government
Movie Outline
1. Where were the first meetings of the Supreme Court Held?
________________________
2. What year was Washington D.C. designated the United States Capital?
________________________
3. What year was the Supreme Court Building first used? __________________
4. What are the four areas that are generally considered original jurisdiction of
the Supreme Court?
a. _____________________________
b. _____________________________
c. _____________________________
d. _____________________________
5. It is mainly used as what in relation to the other federal and state courts?
(hint: think of the type of jurisdiction)_____________________________
6. Who was ordered to be Chief Justice, even though he refused?
________________________________
7. The courts are meant to be _________________ of the Constitution, rather
than a _____________________ institution.
8. What is one of the most important powers of the Supreme Court?
_____________________
a. What case helped solidify that power? ___________________
i. What year was it? ___________________
9. How many decisions of the Supreme Court have lead to Constitutional
Amendments? ____________
10. Originally, how many judicial districts were there? _______________
a. How many are there now? ____________
11. What was the name of the case that had to do with states wanting to tax a
federal bank within its’ boarders? ________________________________
12. Gibbons v. Ogden had to do with what two states? _____________________
13. The Clear and Present Danger test was designed by what Justice?
___________________________________
14. Burning of the American Flag is protected by what judicial precedent?
___________________________________
15. In the words of Chief Justice Earl Warren, what case (one man, one vote) did
he think was most important? _____________________________________
16. What Justice was vague in their description of what the burden was in
relation to abortion right under the Constitution? _______________________
17
17. Who is generally considered by some to be one of the worst Justices in the
history of the Court?
a. Who was he appointed by? ________________________
b. What case is considered to have “tarnished” him as a Justice on Court?
_____________________________
18. How is a Justice removed from their office? _____________________
a. Who is the only Supreme Court Justice to be charged? ____________
b. He was impeached for what offense? ______________
c. What document did he sign? _______________
19. Who was a “great hero” of the United States Supreme Court? ____________
a. He was which Chief Justice? ________________
20. Who was the only Chief Justice to have also served as the President of the
United States? ______________________
21. About how many cases are heard each year? __________________
22. Has the Supreme Court ever held a Special Session? Yes
No
a. If yes, what case was the reason for it? _____________________
23. Please list at least five (5) interesting facts that you learned from watching
the video?
a. ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
b. ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
c. ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
d. ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
e. ________________________________________________________
________________________________________________________
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________________________________________________________
18
The Federal Court System
Final Project Requirements
** Please use this checklist as you go through creating your project to make sure you will
complete all requirements along with the rubric**
Requirement
Description
1
Group Proposal Approved
2
Form
3
Research
4
Pictures
5
Project Paper
6
Presentation
7
Presentation Outline
8
Group Information
9
10
Source Information
Grammar
Make sure your topic has been approved by
the instructor
Must present information in 2 distinctly
different forms.
Provide 3 pages of discovered during research
phase
Must include at least 10 pictures throughout
report
Provide a 1 ½ to 2 page paper about your
topic.
(hint: Write your paper before you decide on
your 2 distinct forms)
Your presentation must not last more than 10
minutes
Provide simple outline to teacher before
presentation
Group Information is clearly displayed on all
forms and documents related to project
Provide complete list of sources
Check all spelling and grammar in:
- Your Paper
- Presentation
- Bibliography
Reminders:
19
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Grading Category
Total Points
Followed Approved Topic
3 Research Pages
Project Paper
/10
/10
/30
1.
Appropriate Length
2. Limited Grammatical
3.
4.
Errors (Edited)
Accurate Information
Organization
2 Distinct Forms
Required Pictures
•
•
Appropriate
Required Amount (10)
Presentation Outline
•
•
/5
Provided On-Time
Group Information
/5
All there
Correct Bibliography
Presentation
•
•
•
•
•
•
•
•
/10
/5
/10
/70
10 Minutes or under
All group members spoke
Clear
Organized
Eye Contact
Creative
Tone of Voice/Speech
Eye Catching- (Not to much
information on one slide/poster)
On Time
Total Score
/5
/160
20
Comments
Name:
Date:
Score: ________
United States Federal Court System
Unit Packet
Instructions: Complete this packet by the date given to you by the instructor. This packet is a
mixture of fill in the blank, short answer as well as identification. For the short answer portion;
you will need to provide the case, a description of the facts of the case, the final court decision as
well as your analysis of the questions posed to you. You will be required to use knowledge based
on Classroom discussion as well as your own out-of-class research. Good luck!
Federal Court History
1. The United States Federal Court System was created by what act of Congress?
_________________________________
2. What article of the Constitution deals directly with the set-up and guiding principles of
the Federal Judiciary? _________________________________
3. How many District Courts are there? ________________________________
a. Which District(s) does Michigan belong to? _____________________
4. How many Appellate Circuits are there? ______________________________
5. What types of jurisdiction do each of the following courts currently hold?
District Courts: ________________
Appellate Courts:_______________
Supreme Court: ______________
_______________
6. Currently, how many justices sit on the Supreme Court of the United States? _________
7. Please list all the current justices sitting on the Supreme Court in order of their seniority:
____________________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
8. Who was the first African-American Justice to sit on the Supreme Court?
__________________
a. What was the case he most well known for arguing before the Supreme Court?
____________________________________
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9. Who was the first woman to sit on the court? ____________________________
a. What year was she appointed? _____________________
b. Who was she nominated by? ______________________
c. In what year did she retire? _______________________
d. Which current Justice sits in her seat? _______________
10. How many justices have there been that have sat on the Supreme Court? _____________
a. How many of them have been Chief Justices?
i. How many have been elevated from Associate to Chief Justice? _______
11. How many nominees to the Supreme Court have failed to receive confirmation in the
Senate? ______________
12. Franklin Delano Roosevelt plan during the New Deal Era to influence the decisions of the
Supreme Court was known as what? __________________
a. Was his plan passed in Congress? Yes
No (Circle One)
b. How could his plan be described as a victory? ____________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
13. How are the Justices seated on the Court? _____________________________________
14. Based on your answers to questions 7 & 14, please fill in the diagram below.:
------------------------------------------------------------------------------------------------------The Supreme Court & Diversity
Through your research and our in-class discussions, please provide three (3) important that
have contributed to the increasing our awareness, knowledge, and experience in the field of
diversity. You may only use one (1) case that was discussed in the notes or in-depth during
class discussions. Please make sure to follow the instructions given on the front page of the
unit packet.
Case 1: ______________________________________
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Description of the Case: _______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Supreme Court Ruling: ________________________________________________________
___________________________________________________________________________
Your Analysis: ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Case 2: ______________________________________
Description of the Case: _______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Supreme Court Ruling: ________________________________________________________
___________________________________________________________________________
Your Analysis: ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Case 3: ______________________________________
Description of the Case: _______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Supreme Court Ruling: ________________________________________________________
___________________________________________________________________________
Your Analysis: ______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Final Response
Based upon your views and our discussions, why is diversity in the cases heard as well as in
the Justices who hear them so important to our nation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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Student Name:
US Government Unit 1 Grade Report
Assignment
Grade
Courts Pre-Quiz
______
Daily Responses
______
Movie Questions
______
Article Assignment
______
Notes
+ +-
Final Project Proposal
______
Final Project
______
Group Evaluation
-
______
Overall Grade
______
Comments:
_______________________________________________________________________
_
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________
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