Students learn about the significance and effects of the Supreme Court case of Marbury v. Madison. Then they evaluate key Supreme Court cases that have been determined using the power of judicial review.
Students learn about the significance and effects of the Supreme Court case of Marbury v. Madison. Then they evaluate key Supreme Court cases that have been determined using the power of judicial review.
Students read background information about Chief Justice John Marshall, the Marbury v. Madison case, and the idea that the Supreme Court can declare a law unconstitutional. They view an image of John Marshall and respond on a discussion wall to the prompt: what they think it means when a law is “unconstitutional.”
Teacher MovesIntroduce the experience, review the objective, and clarify the vocabulary term “unconstitutional.” After students post to the wall, briefly discuss their responses to ensure they understand that a law contradicting the U.S. Constitution is unconstitutional and may be overturned by the Supreme Court. Then divide students into small groups for the next three scenes.
Students examine an image of William Marbury and James Madison and read a narrative explaining how Adams’s last-minute judicial appointments, Jefferson’s order to halt delivery of commissions, and Marbury’s response led to the Supreme Court case. In small groups, they learn more about the case by using the video and article Marbury v. Madison: What Was the Case About? and Marbury v. Madison establishes judicial review, then work together to select and sequence the most important events from the case in a graphic organizer, with one group member recording their answers.
Teacher MovesBefore students begin reading and viewing, introduce and explain the term “writ of mandamus” in the context of Marbury’s petition to the Supreme Court. Monitor group work as students research and complete the sequencing organizer, supporting their understanding of the case timeline as needed.
Students read about how Marbury v. Madison established the precedent of judicial review and confirmed the Supreme Court’s power to block actions by the other branches that contradict the Constitution, then discuss in small groups how this relates to the system of checks and balances. Each group posts a response on a discussion wall explaining how the case and judicial review changed checks and balances. Individually, students answer a poll about whether they believe the Supreme Court ruled correctly, respond to multiple-choice questions about the importance of Marbury v. Madison and the meaning of judicial review, and write an explanation of Marshall’s statement “A law repugnant to the constitution is void.”
Teacher MovesFacilitate small-group discussion of checks and balances and review group posts to ensure students recognize that judicial review gave the Supreme Court the power to declare laws unconstitutional, allowing it to check the legislative branch. After students explain Marshall’s quote, discuss their responses, emphasizing that laws conflicting with the Constitution cannot be enforced by any court.
In small groups, students choose one Supreme Court case in which judicial review was used—Plessy v. Ferguson, Dred Scott v. Sandford, Brown v. Board of Education, or New York Times v. Sullivan—and research it online. They create a report that includes the case background, a summary of the Supreme Court’s decision, and the historical significance of the ruling. Groups post their report or a link to a digital presentation (such as Prezi, PowerPoint/Google Presentation, or Glogster) to a shared discussion wall.
Teacher MovesExplain that this Elaborate scene is an optional extension for applying concepts in a new context. Monitor group research and product creation, approving alternative presentation tools as needed, and ensure students are prepared to complete the Evaluation scene individually.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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