PROJECT 1 – UNIT PLAN
BUSINESS LAW
UNIT PLAN
The United States Supreme Court
An Internet Based Activity
Prepared by Joan Kaufman
Metro Business College – Cape Girardeau, Missouri
I. Project Description
The project is designed to acquaint the student with the United States Supreme Court. The United States Supreme Court is the highest court in the United States of America. As such, the decisions passed by this court affect the lives of every citizen of the United States. The project is Internet based and all material submitted must be obtained from Internet sites. The project will include research, presentations, and debates.
At the end of this unit, the student will be able to
Week 1 – Students will research the Internet and locate the names of the nine U.S. Supreme Court Justices and a biography for each one, including the year appointed and which president was responsible for the appointment. The information is to be compiled and placed in a Business Law portfolio which will be presented to the instructor at the end of the Unit. All Internet addresses from which information was obtained must be included.
Week 2 – Students will research the Internet to locate the rules for the seating of a U.S. Supreme Court Justice and the laws which govern the term of office. The information is to be compiled and placed in the portfolio and must include all Internet addresses from which information was obtained.
Week 3 – Students will research the Internet to locate U.S. Supreme Court decisions. One decision of interest to the student must be chosen and studied. The student will summarize the decision along with the pros and cons as intrepreted by the student. All information will be placed in the portfolio along with all Internet addresses from which information was obtained.
Week 4 – Days 1 and 2 - Students will be divided into two groups. Each group will use information from student portfolios to prepare presentations to the class and to prepare a debate from one of the court decisions.
Group 1 – Names of Supreme Court Justices, short summary of biographies, including year of appointment and president responsible for the appointment.
Group 2 – Rules regulating the seating of a justice and laws governing the term of office.
Day 3 - One student from each group will be chosen to present the information to the class.
Students may use a PowerPoint presentation, overhead projector, or posterboards for their presentations. Information may not be read from paper only.
Day 4 – Students will participate in a debate using the pros and cons of the court decision chosen by group 1.
Day 5 – Students will participate in a debate using the pros and cons of the court decision chosen by group 2.
All portfolios must be turned in to the instructor.
A rubric is designed to evaluate the unit on the U.S. Supreme Court. (See attached rubric)
SCORING RUBRIC
UNIT PLAN
U.S. SUPREME COURT
50 Points Possible
|
Requirements |
Criteria |
Evaluation |
Points |
|
Identify all nine U.S.Supreme Court Justices and include their biographies |
All nine justices identified correctly with summarized biographies of each |
All nine justices identified correctly with summarized biographies. At least half of the nine justices identified correctly with and at least half of the summarized biographies. Very few or none of the nine justices identified correctly with only a few biographies included. |
18
9
3 |
|
Identify the year each U.S. Supreme Court Justice was appointed and the name of the president who made the appointment. |
Each year must be correctly identified with the correct identity of the president who made the appointment |
All years are correctly identified with the correct identity of the appointing president. At least half of the years are correctly with at least half of the appointing presidents identified. Very few or none of the years were correcly identified and very few or none of the appointing presidents were correctly identified. |
18
9
3
|
|
Explain the procedure for seating a U.S. Supreme Court Justice and the rules regulating the term of office |
The rules for seating a U.S. Supreme Court Justice and the rules regulating the term of office must be clearly and correctly explained. |
The rules for seating a U.S. Supreme Court Justice and the rules regulating the term of office are clearly and correctly explained. The rules for seating a U.S. Supreme Court Justice and the rules regulating the term of office are somewhat explained, but some elements are missing. The rules for seating a U.S. Supreme Court Justice and the rules regulating the term of office are unclear. |
10
5
1 |
|
Debate an important U.S. Supreme Court decision. |
Student must express an ability to use critical thinking skills to debate the pros and cons of a U.S. Supreme Court decision. |
Student’s participation in the debate shows a clear understanding of the issue and demonstrates critical thinking skills. Student’s participation in the debate shows some understanding of the issue and demonstrates some critical thinking skills. Student’s participation or lack of participation in the debate shows slight or no understanding of the issue and demonstrates slight or no critical thinking skills. |
4
3
1 |