Street Law, Inc. and The Supreme Court Historical Society present

Landmark Cases of the U.S. Supreme Court

This is a strategy that has students learn about a concept or case and then teach other students. 

  1. Select several concepts or cases that you want the students to grasp.  You should select 3-6 concepts or cases. 
  2. Put the students into groups. If you select 3 topics, you need three students in each group, if you select 4 topics, you need 4 students per group, etc.  Assign a letter to each group.  These are the students’ HOME groups.  Have them all write their home group letter at the top of their worksheet.  Then assign one student in each group to each case or concept. For example, if you were doing a jigsaw with student speech cases, one student would be assigned to Hazelwood v. Kuhlmeier, one to Tinker v. Des Moines, one to Bethel v. Frasier, etc.
  3. Now have the students regroup by case or concept.  All the students assigned to the first case or concept in one area of the room, and the second in another area, the third in another area and so on.  These are the Expert Groups.  If there are more than 4-6 students for each case or concept, have them split into two or more expert groups. 
  4. Give each expert group a reading about their topic or case.  It should be a page or less in length. The expert groups should all read their material and then discuss it and answer any questions.  They should then decide which portions of the material the students in the other groups need to learn about.  They should create a list of points to teach other students. 
  5. After the allotted expert time, ask students to return to their HOME (letter) groups.  Each student (or pair if you have uneven numbers) will be asked to spend 5-7 minutes teaching their other group members about their case or concept. Other students should take notes and ask questions.
  6. At the conclusion, every student should have studied one case or concept in depth and learned about several others from their HOME group members.

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