• Read the background summary and answer the questions.
  
  
• Show students the diagram of how the case moved through the court system.
  
  
• Complete the activity titled "Classifying Arguments in the Case". Discuss which arguments the students find most convincing.
  
  
• For homework, have students read the excerpt from the opinion and answer the questions. Follow-up the next day by reviewing the questions with students

• Complete all activities for the first day.
  
  
• On the second day, go over the decision and questions with students to clarify any misunderstandings.
  
  
• Have students complete the activity titled " What Does That Law Have to Do with Interstate Commerce"? so they can see how expansive the powers of Congress have become under the Commerce Clause.
  
  
• For homework, have students complete the activity titled "Chief Justice John Marshall's Legacy".
  
  

• Complete all activities described for the first day.
  
  
• On the second and third day, conduct a mini-moot court hearing on the U.S. v. Lopez case, using the materials for that case in "Modern Debate Over the Commerce Clause: The Case of U.S. v. Lopez" and the description accessible from the home page.
  
  

• Complete all activities listed for the first two days.
  
  
• On the third and fourth day, conduct a mini-moot court hearing on the U.S. v. Lopez case, using the materials for that case in "Modern Debate Over the Commerce Clause: The Case of U.S. v. Lopez" and the description accessible from the home page.
  
  

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Activities
    The Case

•	Classifying Arguments in the Case

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    After the Case

•	What Does that Law Have to Do with Interstate Commerce?
•	How Interpretation of the Commerce Power Has Changed over Time
•	Modern Debate over the Commerce Clause: The Case of U.S. v. Lopez (1995)
•	Chief Justice John Marshall's Legacy

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