This activity is designed to help students learn about the key court cases from the court of John Marshall. This resource contains 3 pages of informational text on John Marshall, Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden. I recommend previewing the activity with the Character Quotes activity on John Marshall. After reading and completing the graphic organizer, students can review the content either by playing a sorting game or spoons.
With this resource, you will receive,
–Directions and quote cards for a preview activity for John Marshall
-3 pages of informational text John Marshall, Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden
-a graphic organizer
-cards to play as either a sort or a spoons game
⭐Please download the preview to see more details on this resource. ⭐
(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:
(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;
(B) summarize arguments regarding protective tariffs, taxation, and the banking system;
(18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
(A) identify the origin of judicial review;
(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
(A) evaluate the contributions of the Founding Fathers as models of civic virtue; and
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify bias and points of view created by the historical context surrounding an event;
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