After students have written their decisions, give them the official decisions and have them discuss the differences between their decisions and that of the Court. Emphasize that the Court is not infalliable, and although more educated, the Court has been wrong in the past (Plessy v. Ferguson, for example). Have students either revise their decision or further support their decision, again by pulling directly from the Constitution and from the official Court decision.
Step three, have students individually reflect on their experience. What did they learn? What do they still want to learn?
Lastly, have each group present the facts, their decision and the official decision with accompanying explaination to the class.
I think this would take 2-3 days to complete between the amount of time needed to debate, write, re-debate, revise, reflect, and present, but I think the time would be well worth the effort as students actively involved in their education.
A few things to remember:
*Put a minimum time on the debates--my students rush through discussions to get to the important part, the part that's graded without focusing on the other really important part--the discussion.
*No internet. Because these are real court cases it would be all too easy for students to look up the Court's opinion and just copy that without doing any of the critical thinking themselves.
*Emphasize the importance of the discussion over the correctness of the answer. There is no right answer--again take the Plessy v. Ferguson case and the Brown v. Board of Education case. Students' grades will depend on their depth of thought, thoroughness of explanation, and ability to apply the Constitution, not their ability to match the Court's decision.
*Use court cases that the students will encounter later in the year such as Marberry v. Madison, Brown v. Board of Education, State of Tennessee v. Scopes, or whatever else is in your curriculum.
*Try the following websites for Court Case descriptions:
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