Assessment, Civil Rights and Civil Liberties, Projects, Required Documents

Tyson Timbs and a 2012 Land Rover LR2 v. State of Indiana… A Moot Court

It has begun. We’ve started our week of deep diving into Street Law’s Winter SCOTUS in the classroom case, Tyson Timbs and a 2012 Land Rover LR2 v. State of Indiana. This is the final exam for my AP Government class as well as my accelerated 8th graders. I have discussed how I do this in a previous post. This is how I’m doing it for this year!

We end our semester in AP Government with Civil Rights and Civil Liberties. Since this case was argued November 28, the media is fresh and there is a lot of information out there. It’s in the news, it’s on podcasts, it’s part of our everyday lives.

This is how the last week and a half goes:

Preface: I’ve given them case and assignment before to allow them to look it over and decide what they will want to do or what they will be successful at. I’ve developed these roles because I know students show their knowledge in different ways. It’s an ever developing project as I get feedback from my students.

Day 1/2: Listening to oral arguments and discussing what we hear.  I started to write down the cases as they were mentioned, do a bit of research to see if they were worth a look by the students, and list them on the board. (I also get for graduation robes so the students can have robes and be a bit more official)

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Related cases:

  • McDonald v. Chicago (HELLO required Supreme Court case)
  • Bennis v. Michigan
  • von Hofe v. United States
  • US v. Bajakajian
  • Austin v. US
  • Kokesh v. SEC
  • US v. Halper
  • Van Oster v. Kansas

Vocabulary to Know:

  • in rem
  • in personam
  • civil forfeiture
  • stare decisis

 

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Day 3 (Block Day) Full practice exam– not related, but I want one last exam before they leave so I can see where they are at and personalize review assignments for the spring AP test.

Day 4,5: Research case, amicus briefs (example from SCOTUSblog), related cases, etc. I like to do a few days in class so they have each other and me, the content “expert”. There is also a podcast from First Mondays called “8,000 pounds of shark fins”. (Even though the actual case is called United States v. Approximately 64,695 Pounds of Shark Fins. Yes, that is real. There is also a John Oliver clip, however I don’t show it in class because… well, we all know John Oliver…

Day 6: Finalize papers and turn in. Run through what to expect with Moot Court. I look through all papers that night to ensure quality before the moot court date.

Day 7: Moot Court (It’s our final exam day and we have 90 minutes)

I will update as we move forward, but wanted to give an overview of what I’ll be doing the next few weeks!

 

Update:

Man, this was fun! I even had a student come up with their own media company to live tweet the case.

 

Things I will change for next semester:

  1. As much as I trust my students, there was an issue of misuse of technology and a student tweeting something with inappropriate language tied to our class hashtag. I had it immediately removed, but it taught me a valuable lesson.  Next time, I will review appropriate use of technology as it relates to using class hashtags and have a set punishment for. It is the unfortunate byproduct of using social media in a classroom. Lesson learned.
  2. Because I had my 8th graders do this as well, they came up with the idea to write a newspaper as they watched! {Twitter wasn’t an option}5th hour
  3. One class got off topic and the Justices were asking irrelevant questions. I need to be better at preparing them as to what to ask.
  4. The Justices in a few classes were on a mission to be tough. Next semester, I will be more specific with what they need to do. I caught one class and reminded the Justices that they are to let the lawyers answer their questions and to not try to trick them.

 

All classes were unanimous in their decisions and had so much fun!

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We had to pack a Court because of class size. 
Political Participation, Projects

Keeping Interest Group Interesting

As you know, I only get a semester to teach AP Government and that requires me to get a little creative when I want to make sure that students “get it”.

Enter the Interest Group Project. I introduced the project on a Thursday and made it due the next week on their block day {Wednesday/Thursday} with limited in class work time.

I like to sometimes give more creative licensing to my students. I don’t care about the format, I care about the content. This is why I didn’t put specifications on having to use PowerPoint, although most did just that or used Google Slides. Just follow the rubric. I also didn’t give them a list of interest groups because I want THEM to do some research! Per usual, they did incredibly well and I was so interested to learn about each group!

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This was the AARP group. They took it up a notch with dressing up! 

Here is a student example from the AARP. {posted with student permission}

What I will change for next time:

  • I want to add a portion of how they use high tech media to get their (Twitter, Facebook, YouTube, etc)
  • I didn’t teach them anything about interest groups yet, because I wanted them to do this FIRST and then be able to tie it all in. I liked this, but I think I’ll try it the other way to see if it works just as good.

What I REALLY LIKED:

  • Letting them be in charge of their own learning because inevitably they chose groups they had an “interest” in researching {pun intended}
  • Giving space to research without giving too many guidelines
  • Being flexible with the guidelines
  • Requiring that most work be done outside of class since they had a choice of groups or to do the work individually.
  • They turned NOTHING in. It was all a presentation grade. I LOATHE papers everywhere, so this suited me nicely

If you try this project, let me know how it goes!