1. Who has the authority? 1. Inquiry Task & Question
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Who has the authority? 1. Inquiry Task & Question
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With the failure of the Articles of Confederation, the founding fathers knew they needed to create a stronger central government.
A republican government was created and each branch had separate but equal powers. A system of checks and balances was also set in place to ensure that one branch did not become more powerful than the other. The government also limited its own power by separating out the governments’ powers into the three branches.
The system of checks and balances was questioned by many: How would each branch establish their power in the new government? How would the principle of limited government be upheld?
The United States Supreme Court building
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In this Slam Dunk, you will use multiple information sources to help you build an answer to the inquiry question:
How did the Marbury vs. Madison court decision help to shape the principles of the federal government?

2. 2. Information Sources Next 1 2 3 4 5 6
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It was easy for the President and the Congress to establish their power because their power was explicitly stated in the Constitution. However, the Supreme Court’s power was more implicit.
How did the Supreme Court establish its separate but equal power in the federal government?
Use the information sources below to complete the Student Activities on Slide 3.
Read and or watch the following digital resources to review the role of the Judicial Branch:
Research the Marbury vs. Madison court case:
Marbury v. Madison: Establishing Judicial Review
Library of Congress: Judiciary Act of 1789
Discovery Education: Judicial Branch
World Book Student: Marbury vs. Madison
United States Courts: Supreme Court Procedures
Street Law: Marbury vs Madison
Our documents: Marbury vs Madison background
Our documents: Marbury vs. Madison court decision
Court Shorts: Judicial Review
Why Marbury vs. Madison Still Matters Today
Review the principles of government that apply to the Marbury vs. Madison court case:
Limited Government
Separation of Powers/Checks and Balances
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3. 3. Student Activity
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1. Use this graphic organizer or another note-taking tool/method of your choice to gather information about the Marbury vs. Madison court Case.
2. Use your research notes to complete this understanding checkpoint demonstrating your general understanding of the court case.
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4. 4. Assessment Activity Next 1 2 3 4 5 6
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How did the Marbury vs. Madison court decision help to shape the principles of the federal government?
Use both your research notes and the understanding checkpoint activity to help you create a written response to our enduring knowledge question above.
Use the success criteria on this scoring tool as a guide.
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5. 5. Enrichment Activities
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Extend your learning:
Take a virtual tour of the Supreme Court building in Washington DC. How do the justices conduct their business?
The Supreme Court’s right to judicial review has ruled in support of the rights of individuals. Read these cases and determine how the judicial review helps to secure the rights of the citizens of the USA. (BCPS Office of Social Studies)
Create a cartoon:
Using your knowledge of the Marbury vs. Madison court case and its impact on the principles of government, use Make Beliefs Comix to create a comic about the case.

6. 6. Teacher Resources
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Learning Standards Alignment
Content Learning Standards Power of the Supreme Court and Marbury v. Madison
Unit Focus Questions: How does the structure of the judicial branch impact the power of federal and state courts? How have the decisions of the Supreme Court impacted policies over time?
I Can Statements:
I can describe the power of the Supreme Court.
I can analyze how the Supreme Court decision in Marbury v. Madison impacted the principles of limited government and checks and balances.
Common Core State Standards for English Language Arts & Literacy CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.CCRA.W.9: Draw evidence from literary or informational text to support analysis, reflection, and research.
AASL Standards Framework for Learners I. INQUIRE: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry.
Grade 9 American Government: Unit 4 Judicial Branch
Objective: Students will synthesize information from multiple information sources in order to determine how the Marbury vs. Madison court case upholds principles of government.
Time Frame: minute class period, plus additional time for writing and editing final written response
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
For help with implementing Claim, Evidence, Reasoning paragraphs, refer to this PowerPoint.
For help with using Make Beliefs Comix for the Enrichment Activity, see this support page.
Last updated: March Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2019, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.