Teacher Resources: Lesson Plan

The President and Supreme Court Appointments

Overview

This lesson will look at the relationship between the Presidency and the Supreme Court. Students will explore current events related to Court appointments in order to detail the importance placed upon the selection of Justices. They will also examine the criteria used in the nomination process and take a look at the parallels between the President's political views and those of the Supreme Court nominees.

National Curriculum Standards met by this lesson

For a list of standards that this unit addresses, click here.

Ties to your Curriculum

This lesson ties to United States Government/Civics when studying:

Time Required

2--3 class periods providing students complete readings and assessment outside of class instructional time

Materials Needed

The Lesson

Anticipatory Set

The teacher should display the photograph of the Blind Justice statue located at the entrance of the Supreme Court building (link to Attachment A, below). Each student should find a partner and complete the critical analysis sheet (link to Attachment B, below). The teacher should debrief the critical analysis sheet with the entire class. The teacher should explain to students that they will explore the relationship between the Presidency and the Judiciary and how constitutional provisions link the two branches.

Procedures

Prior to the class, students should read "The Court in Transition" by John Moore (link to http://historyofsupremecourt.org/history/today/overview.htm#)found on the website.

  1. The teacher should remind students that the President, with the approval of the Senate, appoints Justices to the Supreme Court. The students should also be reminded that there are no formal qualifications for Supreme Court Justices listed in the U.S. Constitution.
  2. Divide the students into groups of four. Each group should generate a list of qualifications they think should be considered when selecting a Supreme Court Justice.
  3. Each group should then prioritize that list of qualifications as "Required" or "Preferred".
  4. Using The Court Today and Breaking News (link to http://historyofsupremecourt.org/history/today/opener.htm )section of the historyofsupremecourt.org site, students should research the two nominees put forth by President Bush. The students should identify how the nominees align with the list of "required" and "preferred" characteristics the group developed.
  5. The teacher should explain that political beliefs and philosophy play a large part in the selection of Justices. Supreme Court Justices are appointed to life terms. Therefore, presidents tend to put forth nominees who align with the president's philosophical beliefs and will influence policy beyond the president's term.
  6. Students should then select one of the nominees selected by President Bush and complete the Belief Comparison Chart (link to Attachment C, below). Students will need to review the Presidential Platform for President George W. Bush from the 2004 Presidential election.
  7. After debriefing the comparison chart, students should write a paragraph explaining how the nominee reflects the President's political philosophy.

Assessment

Using information from the "Court in Transition" section of The Court Today essay and the examination of recent nominees, the students will write an editorial for the local newspaper explaining the importance presidents place on the opportunity to appoint a Supreme Court Justice and whether or not this truly leads to "Blind Justice."

Attachment A

Attachment B

Attachment C

Philosophical Belief

2004 Bush Presidential Platform

Supreme Court Nominee

 

    

 

    

 

    

 

    

 

    

Editorial Rubric

Rating Scale: 1 to 5, 1=very weak, 2=weak, 3=okay, 4=very good, 5=super

Assess the Editorial on a five-point scale, which can be multiplied by twenty to convert to letter grade, according to the rubric below:

 

Criteria

Rating

Comments

1

Facts and information used demonstrate knowledge of the subject

    

2

The main idea is clearly stated.

    

3

Supporting details and information appropriate to the main idea are accurate

    

4

The writer anticipates and responds to the other side of the issue

    

5

Grammar/Spelling/Capitalization