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Civil Rights and the Michigan Supreme Court II
Students view a PowerPoint presentation on the Michigan Supreme Court Historical Society's Civil Rights and/or the Native American Rights. They write a reaction paper and prepare for a class discussion. They work in groups and discuss...
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The "Big Four" of the Michigan Supreme Court
Students identify the justices on the Michigan Supreme Court known as the "Big Four". They relate to them by researching their lives. They participate in an activity in which they practice their investigation and presentation skills.
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History of the Michigan Supreme Court from the Territorial Court and the founding of the Michigan Supreme Court in 1836 to Justice Mary S. Coleman and her interpretation of "One Court of Justice"
Students trace the history of the Michigan Supreme Court from when the state was still a territory. They define procedures as they relate to the Court. They compare and contrast the territorial court to the new Court.
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Civil Rights and the Michigan Supreme Court I: A Case of Racial Discrimination in the late 1800s and Minority Supreme Court Justices
Students read the decision of the Michigan Supreme Court in the Ferguson v. Gies, a case dealing with discrimination in a restaurant. They participate in a class discussion about the case and the justices that presided over it. They...
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Introduction to the History of the Michigan Supreme Court
Students identify the players, events and changes in the history of the Supreme Court of Michigan. They explain the purpose of the Court in state government. They summarize the role and purpose of the Court.
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The Race to Learn
Students explore the history of education and race in the United States. By researching Supreme Court cases dealing with race and education, students examine the ways in which these cases have reflected changing social and cultural norms.
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Procedures of the Court
High schoolers examine the role of the Michigan Supreme Court. They diagram the procedure one must follow to bring a case before the Court. They discuss the order of business for oral arguments as well.
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Michigan United Conservationists Club (M.U.C.C). v. Michigan Secretary of State: An Issue of Referendum
Students observe the procedures of the Michigan Supreme Court. They identify the processes and procedures being used. They debate a case that was presented to the Court and analyze the oral arguments of the case.
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Michigan Judicial System Conclusion
Young scholars identify the courts that make up Michigan's judicial system. They state the responsibilities of each court and diagram a flow chart of how a case moves to the Michigan Supreme Court. They participate in a quiz about the...
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Faces of the Bench
Students use primary source documents to gather information on justices in the Michigan Supreme Court. They write about the thoughts and experiences of the author. They identify and describe each justice briefly.
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Equal Protection Questions
In this Supreme Court activity, learners respond to 14 short answer questions regarding equal protection and gay marriage issues in the United States.
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Michigan Court System (Part 1) (Middle School)
Students identify the courts that make up the Michigan judicial system. They explore the responsibility of each court and diagram how cases move to the Supreme Court. They compare and contrast the different types of courts.
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Big Four Baseball
Learners identify the justices known as the "Big Four" in the Michigan Supreme Court. They explore their similarities and differences. They examine the cases that were decided by them that have had an impact on the laws in Michigan.
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How Michigan Law Affects You
Students examine how the laws in Michigan affect their lives. They use primary source documents to analyze the state's history. They discuss laws pertaining to women as well.
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Michigan Supreme Court
Students read articles on a hot topic (controverial topic) and prepare for a discussion on the article. They engage in forming an opinion on an important public concern and defending their opinion/position with supporting data. They...
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The Second Amendment and the Right to Bear Arms
Students interpret the Second Amendment. In this U.S. Constitution lesson, students examine the right to bear arms as they compare 2 Michigan Supreme Court cases and discuss their personal interpretations of the amendment.
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Michigan's Early History
Students use maps and lecture notes to discover the diverse history of the state of Michigan. After gathering their information, students develop interview questions that might be used to interview an elderly person in their community.
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The "Big Four"
Pupils identify the four individuals who are identified as the "Big Four", examine the years they were on the bench together, and look and the impact they made in key cases.
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The Second Amendment and the Right to Bear Arms
Students examine procedures and processes of the Michigan Supreme Court. They explain the Second Amendment to others. They compare and contrast two cases dealing with the Second Amendment.
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THE JUDICIAL BRANCH
High schoolers create a series of drawings to show the process of how the Supreme Court does its work. The drawings may be in strip cartoon form or a series of separate illustrations.
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Friday Forum (Day 5)
Young scholars evaluate their performance in different debates about the laws of Michigan. They write a letter to an editor of a newspaper sharing their opinions. They write journal entries as well.
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Constitution Day
Students examine and discuss recent court cases involving young people and the Bill of Rights.They use a focus question to create the context for class discussion: How does the Bill of Rights apply to young people and students?
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Friday Forum
Middle schoolers research a variety of controversial articles to gain knowledge. They form an opinion and defend their position with supporting data. They evaluate opposing arguments and present their viewpoint both verbally and in the...
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Friday Forum (Day 4)
Have your young speakers participate in a discussion/debate with their whole class on their prepared argument. They listen and analyze other student's arguments and refute arguments using logic and not emotion.