Professional Documents
Culture Documents
Assignment 4.1a
Michael Wigglesworth
National University
Abstract
This paper examines how different patterns of differentiated grouping can be used to
maximize student engagement and ensure that all students have opportunities to develop
the understandings and skills required by the content standards. More specifically, this
paper outlines how whole group, small group, and student panels can be used for
The following lesson plans are designed to take place midway through a unit on
the judicial branch of government. The students have already been taught the structure
and constitutional design of the federal judiciary. They have also explored and
understand the appeals process and how cases move through the federal court system.
The following lessons are designed to familiarize students with specific landmark court
cases and the constitutional legal arguments that were presented in the Supreme Court.
Whole Group
I would begin using a period of direct instruction designed to teach students about
the inner workings of the Supreme Court, how it functions, and how the Court goes about
evaluating Constitutional issues (This whole group instruction is also designed to prepare
students for a mock Supreme Court activity which will be presented later). First, I would
ask the students to construct a mental picture of a courtroom proceeding and then ask
them to explain what it looks like. Most students have seen court proceedings depicted on
T.V. or in the movies, so the question is likely to engage students and stimulate interest.
Typically, what students describe is a trial court (i.e. judge, jury, prosecution, defense,
criminal defendant, etc.). I would then go on to explain the Supreme Court is not a trial
court and does not look like the typical image of a court. I would show pictures and
explain how the Court functions during oral argument. The students would watch a video
clip from the movie “Gideon’s Trumpet” which dramatizes the landmark case, Gideon v.
Wainwright. The video serves to demonstrate court procedures and etiquette and prepare
the class for a discussion of how the Court functions as an umpire in our political system
foundational knowledge and prepare them for successful practice and application
activities. Instruction is differentiated during the whole group phase through the use of a
multimedia presentation that takes into account the various learning modalities present in
the class. Furthermore, I engage in a discourse with the students that takes into account
the various readiness levels and interests of students. I can paraphrase the comments
made by students in order to ensure that all students can comprehend the discussion as it
progresses. I can expand on or contrast the ideas presented, thus maintaining focus on the
learning objectives.
For the next assignment I would break students into mixed-ability groups (3
students per group) and task each group with researching a different landmark Supreme
Court case. Two groups will be assigned to each case, one to research the petitioner side
and one to research the respondent side. The students will be provided with a packet of
information outlining the case and providing additional online resources for their research
(ideally the activity will take place in a computer lab). The group leader will help
organize the group members into different roles. One member will research and
summarize the background of the case and the circumstances that caused the issue to
enter into the courts, another group member will outline how the case was appealed up
through the state and federal courts, and the third member will identify the constitutional
clauses that are relevant to the case. All group members will then work together to create
a graphic organizer (T-chart) that outlines the constitutional arguments and counter
This grouping pattern enables students to explore the subject matter using a
variety of resources, e.g. written documents, online audio recordings from the Supreme
Court, interactive websites, and documentary video resources. This ensures that students’
remain engaged and that their various learning modalities are accommodated. The
collaborative aspect of the assignment will enable the students to engage and assist each
other as they collectively develop their understanding of the case. During this process I
will rotate from group to group and present questions and assess the students’ ability to
defend their side of the case. Once the students have developed a solid understanding of
the case and the legal issues they are ready to transition to the peer panel activity.
For the culminating activity students will conduct several mock Supreme Court
simulations –one for each case assigned. The petitioner and respondent teams for a case
will be arranged at the front of the room and will be tasked with playing the role of the
legal team for their side of the case. The rest of the students will play the role of Supreme
Court justices (they are unfamiliar with the actual case). One student on the petitioner
side will start by debriefing the class on the background of the case and how it was
appealed to the Supreme Court. After that teams would present their legal arguments, one
at time. The rest of the class, playing the role of the Supreme Court justices will have the
ability to interject, ask questions, pose hypotheticals, etc. During this process I will
mediate the discussion, help paraphrase student remarks and keep the discussion focused
on the core constitutional issues. At the conclusion of the oral arguments the class will
vote and present the “opinion of the Court.” Lastly, a student on the respondent side of
the case will reveal the actual ruling of the case and summarize the majority opinion. A
Designing Grouping Patterns 6
quick follow up class discussion can be used to gauge student reactions to the case and
summarize the precedent set and examine the ramifications for American society.
This activity helps the student understand the role of the Supreme Court and
exposes them to a range of landmark decisions. The activity taps into a variety of
intelligences as well. The Bodily-kinesthetic modality is covered through the use of role-
play, moving around the room, using the podium to speak, etc. The interpersonal
modality is thoroughly covered through the use of the debate / panel discussion format.
The linguistic and logical modality is addressed through the use of the systematic
activity enables students at all readiness levels to engage the topic and be challenged.
Lower level students can explore the fundamentals of the case while higher-level students
can dive into the more sophisticated legal, social, and political arguments. The activity
can really stimulate student interest / engagement if the cases selected resonate with the
students. Such cases might include the rights on minors, search and seizure, free speech,
or hot button social issues such as gay marriage, marijuana, religion, etc.
Conclusion
population. By employing this strategy in the classroom the teacher is given the
References