1. Agenda: Thurs 9/22 & Fri 9/23 HW Review HW Review Prepping for the Bar Exam: 3 case studies Prepping for the Bar Exam: 3 case studies Passing the Bar (Timed, in class essay, open note) Passing the Bar (Timed, in class essay, open note) RAP #12: Amending the Constitution RAP #12: Amending the Constitution HW: Bill of Rights Chart HW: Bill of Rights Chart Essential Question: How and why did the framers distribute power in the Constitution? Content Objective: Review court cases and analyze Constitutionality of events. Language Objective: Explain the related Constitutional issue involved in each court case.

2. Prepping for the Bar Exam Three case studies Three case studies Name / Date of Case Facts of CaseSummary of Decision Significance of Decision Marbury v. Madison (1803) Pres Adams appoints Federalist “midnight judges” Sec. of State, Madison ordered by Pres Jefferson not to deliver Marbury’s commission Judiciary Act used as grounds to force govt official to perfom duties Judiciary Act ruled unconstitutional Established judicial review as a check on legislative and executive branches McCullogh v. Maryland (1819) U.S. v Nixon (1974)

3. Prepping for the Bar Exam Three more case studies Three more case studies Name / Date of Case Constitutional Provision Prediction of Outcome Supreme Court Decision Significance of Decision

4. Law School Final: Bar Exam Passing the bar: Passing the bar: Answer the following questions to provide evidence of your learning during “law school” and your understanding of the constitution. You may use any of your materials. (Open note.) Answer the following questions to provide evidence of your learning during “law school” and your understanding of the constitution. You may use any of your materials. (Open note.) You have 30 minutes to complete your exam. You have 30 minutes to complete your exam.

5. RAP #12: Amending the Constitution Find others with amendment topics similar to yours (lobbyists). Find others with amendment topics similar to yours (lobbyists). Share your amendment proposal with your group. Share your amendment proposal with your group. Decide which amendment is the most viable for class support. Decide which amendment is the most viable for class support. Determine a clear, concise argument for supporting this amendment. Determine a clear, concise argument for supporting this amendment. Each group will announce author and topic of the proposed amendment. Each group will announce author and topic of the proposed amendment. For example: “Mr. Johnson, Rep. from CA proposes Constitutional Amendment 5A (Period then letter order) calling for….” For example: “Mr. Johnson, Rep. from CA proposes Constitutional Amendment 5A (Period then letter order) calling for….” If there is not a quorum (minimum of 5 proposals), lobbyist groups can add a second proposal. If there is not a quorum (minimum of 5 proposals), lobbyist groups can add a second proposal. Top 5 amendments earn extra credit. Top 5 amendments earn extra credit.

6. References McClenaghan, W. (2006). Magruder’s American Government. Boston, MA: Prentice Hall. McClenaghan, W. (2006). Magruder’s American Government. Boston, MA: Prentice Hall. http://www.library.unt.edu/govinfo/law/tutori al/images/ChksBalnces.gif http://www.library.unt.edu/govinfo/law/tutori al/images/ChksBalnces.gif http://www.library.unt.edu/govinfo/law/tutori al/images/ChksBalnces.gif http://www.library.unt.edu/govinfo/law/tutori al/images/ChksBalnces.gif