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Houston Baptist University

Department of Education and Kinesiology

Lesson Plan (05/02/2014)

Subject: Social Studies Grade Level: 7
Time Estimate: 55 minutes

Unit: Government Topic: Court Cases and Amendments

TEKS Objectives: TSW analyze information by sequences, categorizing, identifying cause and
effect relationships, comparing, contrasting, finding the main ideas, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
ELPS Objectives: TSW debate on their own perspectives of specific court causes after reading and
discussion the assigned court case.
Search and Seizure: legal term used to describe a law enforcement agents examination of a
persons home, vehicle, or business to find evidence that a crime has been committed. If evidence is
found, the agent may then seize it.
Seizure: To take property away from it owner.
Violated: Breaking the law

Measureable Verb Function Context
Analyze The court cases With a small discussion
Critique Different court decisions In small groups
Write Variety of ideas Individually for note taking.

TEKS: 7.14 (a) (b) 7.21 (a) (b)
ELPS: 5 (B) (D) (G), 2 (G) (I) (H), 3 (B) (C) (D) (E) (G), 4 (C) (G),

Materials/Resources/Technology needs:
Computer(s), smart board, pencil, paper, markers, colored paper, pop sickle sticks, ISN pages 158-160

Instructional Procedure:
Focusing Event (Anticipatory set)
Rapid Fire questions will be asked from the ISN.
Students will have 3 minutes to review before the warm up.

Teaching/ Learning Procedures:
6 teams
Each team debates with the opposing team
Each group will be either guilty or not guilty
Other members will be the jury.

TSW try and persuade the jury if the defendant is guilty of not guilty.

The guilty group will always begin first
Each group will have 3 minutes to prepare their arguments
Each group will have 2 minutes to present
1 minute each for the groups closing argument

The other group members will take notes while each group is debating. These notes will be counted as a
class work grade. After closing statements, the group members will vote by holding up a blue card
representing NOT GUILTY, and a red card for GUILTY. Note: not everyone will agree. There may be
different answers within the group. Whosever team has the largest amount of red or blue cards will
advance to debate with the next team.


There will be two grades that are taken during class, class work and participation grades. If you have had
any 0's in the grade book from not doing your home work, this is your chance to redeem yourself to help

Debatable Viewpoints
* Kent v. United States
* New Jersey v. T.L.O.
* Ingraham v. Wright
* Tinker v. Des Moines Independent School District

Check (Check for understanding):
At the end of each debate, I will ask the student which amendment has the defendant violated or being
protected and why.

Re-teach (alternative used as needed)
Together we will have a printed handout, and break down each case.
TSW use highlighters when breaking down the court cases and we will hold a classroom discussion on
how it relates to that specific amendment.

How can you relate these amendments to yourself?

Assessment/Summative Evaluation:
Unit Test

SE- TSW be assisted by teacher, and will receive information in chunks for better understanding
as well as visual examples of what each amendment that will be covered in class.
ELL-TSW learn basic vocabulary that will help him/her understand the basic concept of the
lesson. TSW also use visual examples of what each amendment that will be covered in class as
well as receive handouts for their reference.
GT- TSW analyze each side of the court cases, and research another court cases similar to the
one give in class (the outcome must be different than the court cases outcome given in class).
TSW will analyze both cases, and recreate their own decision.