Be the Justice: Reasoning Through Made-Up Supreme Court Cases

SubstitutePlans.com
Social Studies · Government and Civics
SP-GOV-009 · Free to print and use in your classroom · substituteplans.com
Page 2
Be the Justice: Reasoning Through Made-Up
Supreme Court Cases
Social Studies · Government and Civics · Grades 10-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 3-page worksheet (one per student).
Technology
None.
Student
independence
High. Students work alone, then compare reasoning with a partner.
Copies to make
One 3-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will explain basic Supreme Court vocabulary and construct a reasoned decision that weighs
the arguments on both sides of a made-up constitutional case.
Before the bell
☐ Copy the worksheet, one per student (3 pages).
☐ On the board, write: Majority opinion = the Court’s decision. Dissent = a justice who disagrees. Precedent =
an earlier decision that guides later ones.
☐ Keep the answer key on your desk. Both cases are completely made up.
Say this to start
Good morning! Today you get to act as a Supreme Court justice. The cases on your worksheet are made up, so there is
no right answer you have to guess. What matters is that you read the facts, weigh both sides fairly, and explain your
reasoning. Everything you need is on the worksheet.

SubstitutePlans.com
Social Studies · Government and Civics
SP-GOV-009 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Read the three
board definitions aloud.
Settle in and listen.
5–13
Tell students to read the passage on how the Court works
and answer questions 1–4.
Read and answer the vocabulary questions.
13–28
Tell students to read Case 1 and fill in the Case Brief table,
then answer questions 5–6. Remind them there is no single
correct side; a clear reason is what counts.
Complete the case brief and write their
decision and dissent.
28–42
Tell students to read Case 2 and write their own short
opinion in question 7. Partners may discuss quietly first,
then write individually.
Read Case 2 and write a short opinion.
42–47
Tell students to answer true/false questions 8–9.
Finish the last two questions.
47–50
Read answers 1–4 and 8–9 aloud from the key. Explain that
questions 5–7 are open-ended. Collect worksheets and
stack them for the teacher.
Check answers and hand in the worksheet.
If things go wrong
• If students ask what the real answer is, tell them the cases are made up, and the goal is practicing reasoning
from both sides.
• If students want to bring in real cases or named people, remind them to stay with the facts on the page.
• If a student says they have not studied the Court, tell them the passage covers every term.
• If students finish early, use the early finisher list.
Early finishers
• Write a one-sentence rule (a holding) that your Case 1 decision would create for all schools.
• Think of a situation where the other side of Case 2 might be stronger and write one sentence on how the facts
would change.
Support and challenge
• Support: Let students complete Case 1 only, and give a two-sentence answer for question 5.
• Challenge: Ask students to write the strongest argument against their own decision in Case 2.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:

SubstitutePlans.com
Social Studies · Government and Civics
SP-GOV-009 · Free to print and use in your classroom · substituteplans.com
Page 4
Anything the teacher should know: