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Explain what the Supreme Court is, what responsibilities it has, and how it functions.
Identify and define vocabulary terms that relate to the Supreme Court.

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For the whole group:

Computer or other video-enabled device with internet access
Media resources (See Preparation section)

For each pair or group of students:

Supreme Court Vocabulary and Definitions (see attached PDF file)

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Read through and familiarize yourself with the entire activity.

Preview the videos; see the links below.

Print multiple copies of the Supreme Court Vocabulary and Definitions handout. Cut each vocabulary word apart from its definition. Ensure that you have enough sets of definitions and vocabulary words so that all pairs or groups of students can make all 9 matches. Print an additional copy of the PDF to use as an answer key.

Plan to place the vocabulary words in an area you choose; all of them could be on one large flat table, for example, or several sets of words might be placed on smaller stations that are spread throughout the area. If a very large space is available, you may wish to consider having 9 individual stations, one for each vocabulary word.

What is the Supreme Court?

Video: Supreme Court Opening Ritual

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Tell students that today, they will be learning about the Supreme Court of the United States, which is part of our judicial branch of government. Play the video “What is the Supreme Court?” Stop the video occasionally to ask students these questions, or ask them all at the end of the video.
- What is the Supreme Court? (the highest court in the judicial branch)
- What does the Supreme Court have the final say about? (on whether laws are constitutional)
- How many justices serve on the Supreme Court? (9)
- Who appoints justices to the Supreme Court? (the President of the United States) Who approves justices? (the Senate)
- How many justices are needed to decide a case? (a majority of the court, or 5 justices)
- When does the Supreme Court often hear the most controversial or publicized cases? (after other cases, near the end of the term)
Display the image of the Supreme Court Building that is shown at the beginning of the “Supreme Court Opening Ritual” video, but do not play the video yet. Tell students that this is the building where the Supreme Court hears cases, and it is located in Washington D.C.
- Explain that each day that the Court is in session, the Marshal, who is in charge of ceremonies, events, and the operation of the Supreme Court Building, announces the justices when they enter the courtroom at 10 a.m. Everyone in the courtroom is expected to stand upon hearing the sound of the gavel. The Marshal then announces the justices by saying a traditional chant, and people remain standing until all of the justices are seated. Tell students that they will hear this chant in the video.
- Play the video “Supreme Court Opening Ritual.”
- Ask: Did you think about anything while you were listening to the chant? What did the chant make you think about? Why do you think this chant is said each day that the Supreme Court is in session?
Let students know they will now be working with some vocabulary words and definitions about the Supreme Court. Place students in pairs or groups of 3. Give each pair or group a set of the definitions from the Supreme Court Vocabulary and Definitions PDF.
Direct students’ attention to where the vocabulary words are located. Tell students that the object of the activity is for each pair or group to locate each vocabulary word and then match it to its definition. Allow the students in each pair or group to determine how they will work to accomplish this task.
Provide enough time for students to move around the room and complete the activity. Encourage them to use prior knowledge, think about what they saw and heard in the videos, and make thoughtful guesses as they match the words and definitions.
When students are ready, invite volunteers to identify the matches for each vocabulary term. Discuss how many of the terms are in common usage, such as opinion and dissent, but may take on slightly different meanings or specific meanings in the context of the Supreme Court.
To wrap up, ask these questions.
a) There are 9 justices on the Supreme Court. Why is it useful to have an odd number of justices on the Court? (An odd number is needed to make a majority. An even number of justices could allow there to be the same number of votes about both sides of a trial.)
b) Based on what you now know about the Supreme Court, would you be interested in becoming a justice? Would you like to work for the Court as Marshal or a clerk? Tell why you feel the way that you do.

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As an extension, students can use the information found on this page to

create a timeline that includes the years when each of the current 9 justices took his or her seat on the Supreme Court
develop categories or lists about the justices, such as by placing them in chronological order based on who has served on the Court for the shortest to longest periods of time (or the reverse), listing the justices from youngest to oldest (or the reverse), or identifying the city or state where each justice was born.

About the Court: Current Members

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Students dive into historical events that have shaped government structures and other crucial organizations around the world.

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Order in the (Supreme) Court!

Order in the (Supreme) Court!

Order in the (Supreme) Court!

Overview