This document contains an agenda for a lesson on the judicial branch. The agenda includes reviewing key concepts like judicial review, the differences between criminal and civil law, and important Supreme Court cases related to the rights of the accused, equal protection, and students' rights. It also outlines activities for students like annotating a practice assessment by boxing in actors, underlining actions, and circling vocabulary words.

1. Warm-Up

2. Students will review key concepts of the Judicial Branch in order to analyze multiple choice questions. Objective

3. Objective and Warm-Up INM: Review GP: The Writing Process IP: The Writing Process Exit Slip Review and Justifications Agenda

4. Agenda Vocabulary Review Equal Protection Under the Law Vocabulary Review Structure and Organization of Congress Students’ Rights Structure and Judicial Review Structure and Judicial Review Civil v. Criminal Cases Rights of the Accused and Due Process

5. Structure and Judicial Review The Judicial Branch interprets laws, which means they evaluate actions and decide if they are constitutional. This is Judicial Review. There are two categories of Law that are interpreted by the judicial branch: Criminal and Civil.

6. Structure and Judicial Review Marbury v. Madison Judicial Review McCulloch v. Maryland States cannot tax national government Supremacy Clause Necessary and Proper / Elastic Clause

7. Criminal and Civil Law

8. Rights of the Accused and Due Process Due Process: Rights those accused of crimes. Due Process Clause in 5th and 14th Amendment. Gideon v. Wainwright: Guarantees accused an attorney in a criminal trial. Miranda v. Arizona: Accused must be informed of their rights when arrested and protects right against self incrimination.

9. Equal Protection Equal Protection: To treat everyone fairly. Equal Protection Clause in the 14th Amendment. Plessy v. Ferguson: Maintained segregation through interpreting the 14th Amendment to allow separate but equal accommodations. Brown v. Board of Education: Ended segregation through interpreting the 14th Amendment to say that separate was inherently unequal.

10. Students’ Rights Student have limited individual rights in order to keep all students safe. Tinker v. DesMoines: (1st Amendment) Students allowed freedom of expression as long as it doesn’t disrupt classroom learning. New Jersey v. TLO: (4th Amendment) Students CAN be searched without a search warrant if there is suspicion they are violating school rules.

11. We are going to annotate our Unit 5 Assessment. You will BOX IN all of the actors. You will UNDERLINE all of the key actions. You will CIRCLE key vocabulary words. If there is a word you don’t know, write it in the look up list. Guided Practice

12. Vocabulary Words / Words to Look Up 1. Read the excerpt below. “No freeman [person] shall be taken or imprisoned,...or outlawed, or banished, or in any way destroyed, unless by the lawful judgment of his peers, or by the law of the land...” –Magna Carta, 1215 Which of these principles found in the Bill of Rights is based on the Magna Carta? guarantee of free speech protection of the right of the state to organize a militia provision for due process prohibition against excessive bail and fines Militia? Due process

13. Vocabulary Words / Words to Look Up 1. Read the excerpt below. “No freeman [person] shall be taken or imprisoned,...or outlawed, or banished, or in any way destroyed, unless by the lawful judgment of his peers, or by the law of the land...” –Magna Carta, 1215 Which of these principles found in the Bill of Rights is based on the Magna Carta? guarantee of free speech protection of the right of the state to organize a militia provision for due process prohibition against excessive bail and fines Militia? Due process

14. HOMEWORK

15. Please be silent will we take the exit slip. When you finish the exit slip, go back to your classwork. Exit Slip