Unit Three: Single Sex Ed CaseOverview: In this unit, students take the role of attorneys at a law firm who must recommend whether or not to take a case that is going into the federal court system. The case involves the legality of single sex public schools. The role of the Judicial branch and our basic freedoms are the government concepts that help us to solve this problem.
Key Concepts
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Unit TasksEssential Question #1: Why are single sex schools controversial for some people?
1. Look at the entry document. Use it to create an initial driving question and your Cornell notes.
2. Read the attached article from The Atlantic. It describes the controversy surrounding single sex public education. Add relevant information to your notes.
3. Watch the clip on the single sex education. This outlines a recent study out of Austin, Texas regarding single sex public education. Add relevant information to your notes. Answer Essential Question #1.
Optional: Watch this old clip that features TYWLS of Astoria! https://www.youtube.com/watch?v=BLuYu7w9heE 4. Project Log #1: What is your first reaction to the arguments of those wishing to end single sex education? What is your opinion? Is there ever a time when it is OK to discriminate against others? Explain.
Essential Question #2: How does the federal court system work?
5. In this unit, we are looking at a case that might enter the federal courts. These courts are different than the criminal courts we often see on television. Use the document to add to your new Cornell Note template and answer the essential question.
Essential Question #3: How does the Constitution address the issue of discrimination?
6. Use the attached Bill of Rights review to evaluate the scenarios that Scott provides to class.
7. This idea that discrimination is illegal stems from a legal concept called "equal protection." Read the document below and watch the clip. Use the doc to add to your notes and answer the essential question.
Essential Question #4: What types of evidence might Federal Court judges use to make a decision?
8. Read the second memo from the law firm. The memo indicates that there are attachments to look at. The first "attachment" is also below. There is no need for Cornell notes
9. A type of evidence that Federal Courts use to make decisions are called amicus curiae briefs. These briefs summarize the opinions of groups who have a vested interest in the case. Use the organizer below to summarize the opinions of two groups who are interested in this case.
10. Read the third memo from our Ebbets Chavez & Kofax. Add the information to your Cornell notes.
11. Another type of evidence that Federal Courts use to make decisions is called precedent. Precedent is a word for the related Supreme Court decisions that have been made in history. How have previous courts dealt with this issue? Add information from both cases into your notes. Focus on the majority opinion section because this tells us what the Supreme Court decided about this case. If you are having trouble understanding the court case, try www.oyez.org to get a concise summary.
12. When the federal courts decide the constitutionality of a law or regulation, there are three main types of evidence in their reasoning: the Constitution (and Bill of Rights), amicus curiae briefs, and precedent. Answer the essential question.
13. Project Log #2: Now it's time for you to use some "federal court reasoning." What evidence will you be using to make your argument (either for or against single sex public education)? Keep in mind that you MUST mention the 5th and 14th Amendment, an amicus curiae brief that supports your argument, and a precedent that supports your argument. What will you say about the 5th and 14th Amendments? Which amicus curiae brief will you choose? Which precedent case will you mention? Explain! 14. Read the final memo. It describes the requirements of your final product which is a memo to the senior associates. Also, look at the attached sample memo and rubric for clarification. No notes. Essential Question #6: How can we build a legal argument that will resonate with the courts?
15. Write a rough draft of your memo.
16. Please have on of your fellow first-year associates look over a draft of your memo by using the checklist below. 17. Once your revision and editing is done, please type up a final draft that will be submitted to senior associates.
18. Meet with Scott to get evaluated on your memo. Please bring a rubric with you for this product conferences. |