Summary
In this lesson, students recall their current knowledge about the Supreme Court and then analyze a political cartoon about the branches of government. An infographic and a video about Marbury v. Madison are then summarized in a graphic organizer. Students extend their learning by discussing an argumentative article that discusses the power of judicial review. The lesson is concluded by students summarizing their new knowledge.
Essential Question(s)
How did Marbury v. Madison change the government’s system of checks and balances?
Snapshot
Engage
Students complete a Tip of the Iceberg strategy to recall their prior knowledge.
Explore
Students analyze a political cartoon using the T.A.C.O.S. strategy to examine the balance of power between the branches of government.
Explain
Students watch a video and read an infographic about Marbury v. Madison.
Extend
Students discuss an argumentative article about the power of judicial review.
Evaluate
Students finish the Tip of the Iceberg strategy and add their new knowledge.
Materials
Lesson Slides (attached)
Tip of the Iceberg handout (attached; one per student)
Marbury v. Madison Infographic (attached; one per student)
Graphic Organizer (attached; one per student)
Judicial Review Discussion handout (attached; one per student)
Engage
5 Minute(s)
Use the attached Lesson Slides to guide the lesson.
Show slides 3 and 4. Review the essential question and lesson objective.
Show slide 5. Pass out the attached Tip of the Iceberg handout to students. Introduce students to the Tip of the Iceberg strategy. Ask students to write everything they already know about the Supreme Court above the water line. Have them compare their responses with those of an Elbow Partner. Ask for volunteers to share their responses. Tell students to keep the Tip of the Iceberg handout as they will add to it at the end of the lesson.
Explore
15 Minute(s)
Have students take notes on a piece of notebook paper or on the back of the Tip of the Iceberg handout.
Show slide 6. Introduce students to the T.A.C.O.S. strategy. Have students examine the political cartoon and take notes over each part of the cartoon by using the T.A.C.O.S. acronym. Provide time for students to analyze the cartoon thoroughly.
Once students have examined the cartoon through the T.A.C.O.S. lens, introduce the Photo or Picture Deconstruction strategy as an additional guide. If students need help, point out different parts of the cartoon. Ask them to consider why those parts might be significant. Ask them to consider the color of clothing or design of clothing the animals are wearing. Have Elbow Partners compare their notes. Ask students to discuss the meaning of the political cartoon with their partner. Invite volunteers to share their analyses of the cartoon. Discuss the overall message of the cartoon. Some questions to consider include:
Why are the animals tugging for “power?” What does “power” refer to?
Why would the Owl use the U.S. Constitution as it watches the two sides that are tugging?
What is the significance of Elephant and Donkey working together in the tug of war game?
Explain
30 Minute(s)
Advise students that they will examine the powers given to the Supreme Court and how that power affects the Legislative and Executive branches.
Show slide 7. Pass out the attached Marbury v. Madison Infographic and the Graphic Organizer handout. Ask students to read the Marbury v. Madison Infographic and fill in the Graphic Organizer with an Elbow Partner. Alternatively, the infographic can be read as a class, depending on the needs of the students. After reading the infographic, show slide 8 and play the Marbury v. Madison video for students.
Ask students to add any information they learned from the video to their Graphic Organizers.
Ask the class to discuss the impact of Marbury v. Madison and the Supreme Court’s power of judicial review. Explain to students that the judicial review was the most important outcome of Marbury v. Madison. Remind them that they will examine how the power of the judicial review has shaped and continues to shape the Supreme Court.
Extend
Pass out the attached Judicial Review Discussion to students. Ask students to create groups of four.
Show slide 9. Ask students to read the Judicial Review Discussion handout in their groups. Once they have completed the reading, have them use the reflection questions at the bottom of the handout to guide their discussions.
Show slide 10. Ask each group to share their thoughts over one or all of the reflection questions. Organize a class discussion about the power of judicial review.
Evaluate
5 Minute(s)
Show slide 11. Have students return to the Tip of the Iceberg handout. Ask them to summarize the new information they have acquired about the Supreme Court and put below the surface of the water.
Collect the Tip of the Iceberg and the Graphic Organizer handouts to assess student learning.
Resources
History.com. (2017, Sept 14). Marbury vs. Madison: What was the Case About? History. [Video]. YouTube. https://www.youtube.com/watch?v=hOvsZyqRfCo
K20 Center. (n.d.). Elbow Partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Photo or Picture Deconstruction. Strategies. https://learn.k20center.ou.edu/strategy/140
K20 Center. (n.d.). T.A.C.O.S. Strategies. https://learn.k20center.ou.edu/strategy/1196
K20 Center. (n.d.). Tip of the Iceberg. Strategies. https://learn.k20center.ou.edu/strategy/67
Lock, D. (2004). U.S. Supreme Court building. [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:US_Supreme_Court_Building.jpg
