After further analysis of the free exercise clause and questions that must be answered, students write arguments individually, synthesizing the language of the first amendment and definition of “free exercise.”
Note: This lesson could take at least two class sessions to complete
(Depending on your student’s writing experience, this could be 2-3 lesson blocks for editing, and allowing time for the writing process)
8.2: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
12.2: Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
|Goal||To represent your clients successfully in the case, Cheema v. Thompson (Principal of school)|
|Role||Attorneys from ACLU representing plaintiff, the Cheema’s, or attorney representing the defendants, Livingston School District, Principal Thompson.|
|Audience||The Justices of the US Court of Appeal|
|Situation||This case has been taken to appeal after a decision by the district court favoring the school district.|
|Performance||You will submit a written brief to the court and present oral arguments for the case in the U.S. Court of Appeals.|
|Standards for Success||Your brief and oral arguments will include claims, evidence, counter evidence, and cite the law.|
|Written Brief Quality Criteria||Absolutely||Almost||Not Yet|
I made a strong claim and supported my reasons very clearly with credible sources (law) and with evidence and details.
I recognized the counter claims and gave good arguments against them.
I used transition words like for example, another example, for instance, specifically, when giving evidence. I also used in addition to, also, and another when I wanted to make another point.
I emphasized important points and provided valid reasons for my claims and counterclaims. I also did this in a logical sequence, using transitions. I gave a conclusion, summarizing the argument.
Tell students that they are now going to become attorneys, or teams of attorneys, and they will be assigned to represent either the plaintiff, or defendant in this case. Which is the plaintiff (Thompson)? If the Cheema’s are the plaintiff’s (complaining about an issue), what is the school district considered to be in this case (defendants — defending their actions)?
Students write their own briefs independently, and have them checked by the teacher. They make revisions, using the rubric and teacher comments. (Use Handouts: Three Questions PDF, and Graphic Organizer PDF from Lesson 1.) Students should be told that, as attorneys, their role is to argue for their clients, and they must make the strongest most detailed arguments, backed up by the law (in this case, the three questions used to interpret the free exercise clause).
Depending on writing skills, this lesson will take a couple class sessions and homework time. Final copies of arguments are submitted to the teacher, using the Handout: Brief Outline and Form (PDF).
Checking in with the group, reminding them to use the three questions as they form their arguments on the Graphic Organizer form.