Justices Stephen G. Breyer, Anthony M. Kennedy and Sandra Day O'Connor and students discuss students' free speech rights in the Supreme Court cases Tinker v. Des Moines Independent Community School District and Morse v. Frederick. In the Tinker case, students wore black armbands to school in silent protest of the Vietnam War. The three students were sent home. In the Morse case, a student held up a sign that said âBong Hits 4 Jesusâ at a school-supervised parade and was subsequently suspended for 10 days

High school students join Justices Stephen G. Breyer, Anthony M. Kennedy and Sandra Day O'Connor to discuss why an independent judiciary is necessary and the way the Constitution safeguards the role of judges so that they in turn can safeguard the rights of minorities and those with unpopular views.

Justices Stephen G. Breyer, Sandra Day O'Connor and Anthony M. Kennedy discuss the history and responsibilities of juries and the role they play in the U.S. judicial system.

Justices Sandra Day O'Connor, Stephen G. Breyer and Anthony M. Kennedy and high school students discuss the Sixth Amendment right to trial by an impartial jury in the context of Edmonson v. Leesville Concrete Co. In this landmark jury selection case, the Court ruled that under the 14th Amendment's equal protection clause, parties in civil cases cannot use race-based peremptory challenges to reject potential jurors.

Before an audience of high school students, Justices Stephen G. Breyer and Antonin Scalia debate their different theories on how to interpret the Constitution and how they are applied to cases before the U.S. Supreme Court. Justice Scalia describes his textualist, strict constructionist philosophy while Justice Breyer explains his developmentalist, evolutionist philosophy.
Closed captions available in English.

Three key components of the Fourteenth Amendment – due process, equal protection, and privileges and immunities – are explored in this lesson, which centers on the video âA Conversation on the Constitution: The Fourteenth Amendment.â In the video, Supreme Court Justice Ruth Bader Ginsburg speaks with high school students about the Fourteenth Amendment and the protections it offers.

A Conversation on the Impact of COVID-19 on Utah Women and Work
August 25, 2021

Panelists: Dr. Jared M. Hansen, Marin Christensen, & Dr. Christopher J. Hartwell
The COVID-19 pandemic of 2020–2021 has impacted all Utahns in profound ways. Yet, a host of national and global reports have argued that women’s employment and careers have been disproportionately impacted during this time. To better understand Utah women’s experiences specifically, UWLP researchers conducted an extensive, in-depth survey focusing on the impacts of COVID-19 on women and work. This comprehensive study included the collection of data on a wide variety of topic areas and included both quantitative and open-ended questions to capture participants’ perceptions and experiences. Over 3,500 Utah women responded to the survey. Study researchers discuss the findings from this research, particularly focusing on burnout, hope, career advancement challenges, childcare, homeschooling, caregiver experiences, physical and mental health struggles, and more.

This lesson explains the structure and function of the judicial branch. Students will learn how the Supreme Court originated, how cases are selected, and why it is an important institution. In the accompanying Annenberg Classroom video "A Conversation on the Constitution: The Origin, Nature and Importance of the Supreme Court," Chief Justice John G. Roberts answers students' questions about the Supreme Court and his role as chief justice of the United States.

This discussion guide is for use with the video âDeciding Difficult Cases,â which features Jeffrey Rosen, president and CEO of the National Constitution Center, interviewing the Hon. Emmet G. Sullivan, U.S. District Court for the District of Columbia, at the Fair and Impartial Judiciary Symposium on October 26, 2019, at the University of Pennsylvania Law School.

This lesson is based on the Annenberg Classroom video that explores the evolution of the free press doctrine, Freedom of the Press: New York Times v. United States

Students analyze primary source texts, including excerpts from the Federalist papers, to investigate the purposes of the Necessary and Proper Clause, the ways in which the separation of powers limit government, and how factions and personal liberties affect the functioning of government. Next, students will write an essay or produce another type of product to answer the question the lesson title poses. Then students will create and deliver brief persuasive speeches in support of how our current federal government is either functional or dysfunctional.

At a time when the country was in deep conflict over slavery, the Supreme Court decided that Dred Scott was not a “citizen of the state” so it had no jurisdiction in the matter, but the majority opinion also stated that Dred Scott was not a free man. This resource includes teacher materials, guides, and activities for teaching about this Supreme Court case.

This three-part lesson asks students to investigate and think critically about the nature of the War Powers identified by the Constitution. Beginning with the historical and philosophical foundations of the War Powers as they are written in the Constitution, students will be asked to explore why the Founders identified the War Powers as they did, using primary sources to back up their arguments. Students will then consider how War Powers have changed over time, evaluating the evolving dynamic of powers between the three branches of government.

The ink was barely dry on the Constitution when the first challenges to its protections arose. These early challenges to the new constitutional republic often involved the meaning of the Constitution itself. What did its words actually mean, and who would get to decide?

This unit is designed to provide students with an introduction to the electoral processes of the American political system. Students will develop a strong foundation that will inform them of their choices and encourage civic involvement. The Elections and Voting unit guides students to a deep understanding of concepts and processes across the political spectrum through simulations, presentations, vocabulary-building activities, and a mock election.

This is a case about whether public schools may also play a role in teaching faith to God through the daily recitation of a government-endorsed, teacher-led prayer. This resource includes teacher materials, guides, and activities for teaching about this Supreme Court case.

Article I Section 8 of the Constitution lists powers expressly delegated to Congress. This lesson has students learn about the concepts of enumerated and implied powers of Congress and explore real life examples of these powers. Students will use the Constitution Clips resources to summarize the specific enumerated powers and identify the additional powers of Congress implied by them. This lesson works well in classes with one-to-one devices or could be adapted to fit a flipped classroom.

In this lesson, based on the Annenberg Classroom video âYick Wo and the Equal Protection Clause,â students explore the cause-and-effect relationships between historical events and the development of constitutional principles that protect the rights of all people in America today. The words inscribed on the U.S. Supreme Court building are a reminder of that protection: âEqual Justice Under Law.â

The original thirteen states that formed the United States included individuals from a variety of religious traditions. To ensure that the national government respected freedom of belief, freedom of conscience, and freedom of religious practice, the First Amendment prohibited the federal government from either establishing a national church or interfering with existing state religions. Since then the Supreme Court has created various "tests" to determine if government practices violate the Establishment Clause of the First Amendment. This lesson explores the history and principles behind this clause.

What can the statistics tell us about the rise and fall of the second two-party system? How did the breakdown of this system contribute to the onset of the Civil War?