2015-2016 Curriculum Blueprint
Grade: 7
Course Descriptions: Civics
Unit V, Judicial Review and Landmark Cases
Approximate
Time:
5 Days
Unit Overview
This unit examines the significance and outcome of landmark Supreme Court cases. Marbury v. Madison helped to establish the Supreme Court’s ability to check the
other branches and to establish the power of judicial review. In Plessy v. Ferguson and Brown v. Board of Education students will be able to examine two cases
involving race relations in the U.S. and how they have evolved in history. Rights of the accused are strengthen in Gideon v. Wainwright, Miranda v. Arizona, and In re
Gault. Students’ right to free speech and limitations on that speech are seen in Tinker v. Des Moines and Hazelwood v. Kuhlmeier. United States v. Nixon demonstrates
rule of law through a presidential scandal and cover up. Bush v. Gore examines Florida’s recount of votes in the 2000 election and if it was a violation of the 14th
amendment’s “Equal Protection” clause.
Learning Goal
Students will be able to recognize the significance of landmark Supreme Court
cases.
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Sample Essential Questions
How is each Supreme Court case related to protecting your rights? SS.7.C.3.12
What conclusions can you draw about how judicial review is used to protect
citizens’ rights? SS.7.C.3.12
Describe how court decisions can affect various aspects of society. SS.7.C.3.12
How might American society have been affected if the Supreme Court had made
the opposite decision? SS.7.C.3.12
Unit End Product
Pick a Supreme Court case involving teens not covered in benchmark such as New Jersey v. TLO (student search and seizure), Engel v. Vitale (school prayer), Goss v.
Lopez (Student suspensions & due process), or Roper v. Simmons (death penalty for minors). Provide students information on the case. After discussing the major
points in the case have students write a majority or dissenting opinion as if they were a justice on the case. Opinions should be about a page long.
See links below for additional information on each case.
New Jersey v. TLO – From Cornell law information including full justice’s opinions, New Jersey v. TLO Podcast-(3:23 minute audio) discussing case , & New Jersey v. TLO
– additional resources from Street Law
Engel v. Vitale—From Cornell Law information including full justice’s opinions & Engel v. Vitale – Quick summary and talking points from U.S. Courts
Goss v. Lopez—From Cornell Law information including full justice’s opinions & Goss v. Lopez—OYEZ Supreme Court Media Quick summary
Roper v. Simmons—From Cornell Law information including full justice’s opinions, Roper v. Simmons—OYEZ Supreme Court Media quick summary, & Roper v.
Simmons—Kids Law.com
Focus Standards for the Unit
SS.7.C.3.12:Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v.
Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United
States v. Nixon, and Bush v. Gore
7th Grade Draft | May 2015
Recursive Standards
LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies.
LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an understanding of the
topic or text, using credible sources. Use words, phrases, and clauses to
create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence. Establish and maintain a formal
style. Provide a concluding statement or section that follows from and
supports the argument presented.
Suggested Texts
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*Textbook: Chapter. 3, Section 2 - p. 93-97, Section 3 - p.102 (John
Marshall picture box); Chapter 4, Section 1 - p. 112-116; Chapter 7, Section
3 - p. 189-192; Chapter 11, Section 3 - p. 282-286. Cases can also be found
in the reference section in the back of the textbook. SS.7.C.3.12
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Excerpt from Justice Harlan’s dissenting opinion in Plessy find paragraph
starting “The thirteenth amendment does not….” Transcript of his dissent
can be found at: Harlan's Dissent on History Matters SS.7.C.3.12
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Excerpts from any supreme court case opinions from the two links below:
http://www.findlaw.com/casecode/supreme.html
http://www.ourdocuments.gov SS.7.C.3.12
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Oyez: U.S. Supreme Court Media Has information on Supreme Court cases
and audio files of many arguments made in the court SS.7.C.3.12
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PBS series on the Supreme Court Includes videos, lesson plans and
additional resources SS.7.C.3.12
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FLREA: Florida Law Related Education Association Includes resources by
benchmarks (create free account) SS.7.C.3.12
Sample Tasks
DBQ Suggestions
Supreme Court Simulation for Hazelwood v. Kuhlmeier. Give students time to research and prepare for
 Search and Seizure: Did the Government go
their position/arguments. Carry out simulation. After the simulation have students write about which
too far?
side they agree with and why. SS.7.C.3.12
 Should schools be allowed to limits’
 Brown v. BOE - "The Doll Test" Have students read the article and give them time to analyze the
students’ online speech?
effectiveness of the experiment in supporting the end of school segregation. SS.7.C.3.12
 Have students read and compare majority and dissenting opinions from the cases. These documents
can be found at http://www.ourdocuments.gov SS.7.C.3.12
 Supreme Decision Game This game examines students’ first amendment rights to free speech and
demonstrates the deliberation process of the justices. Play the game as a full class. With each decision
have the students vote and majority rules. Have a class discussion or have students write their own
reflections on the limiting of disruptive speech in schools. SS.7.C.3.12
Concepts and Terms to Know
Links and Resources
U.S. Supreme Court
 iCivics Landmark Cases Library Has a reading and worksheet for Marbury v.
Judicial Review
Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v.
Juvenile Rights
Wainwright, Miranda v. Arizona, In re Gault, U.S. v. Nixon and additional cases.
Rights of the Accused
(Create free account) SS.7.C.3.12
Due Process Rights
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7th Grade Draft | May 2015
Search and Seizure
Counsel/lawyer
Segregation/Desegregation
“Separate but Equal”
Equal Protection clause
Executive privilege
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iCivics Argument Wars Let students see what it is like to argue a case at the
Supreme Court. Play time up to 15 minutes. (create free account)
U.S. Courts.gov Educational Resources Straight forward information, activities
and podcasts for many cases including: Brown V. Board of Education, Gideon v.
Wainwright, Hazelwood v. Kuhlmeier, Marbury v. Madison, Miranda v. Arizona,
Tinker v. Des Moines, U.S. v. Nixon and more. SS.7.C.3.12
Brown v. Board of Education 3 minute video from history.com SS.7.C.3.12
Street Law - Landmark Cases Contains background information, worksheets,
and additional resources for Brown v. Board of Education, Gideon v.
Wainwright, Hazelwood v. Kuhlmeier, Marbury v. Madison, Miranda v. Arizona,
Plessy v. Ferguson, Tinker v. Des Moines, and United States v. Nixon.
SS.7.C.3.12
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Escambia County SS.7.C.3.12 Resources including benchmark explanation and
sample questions SS.7.C.3.12
Link to Webb’s DOK Guide
7th Grade Draft | May 2015