Coach Jacobson's Classes
  • Home
  • AP Government
    • Unit 1: Foundations of American Democracy >
      • 1.1 (Ideals of Democracy)
      • 1.2 (Types of Democracy)
      • 1.3 (Government Power)
      • 1.4 (Articles of Confederation)
      • 1.5 (Ratification of the Constitution)
      • 1.6 (Principles of U.S. Government)
      • 1.7 (Federalism)
      • 1.8 (Interpretations of Federalism)
      • 1.9 (Federalism in Action)
      • Test Review
      • Celebration of Knowledge!
    • Unit 2: Interactions Among Branches of Government >
      • 2.1 (The Senate and House)
      • 2.2 (Structures, Powers, and Functions of Congress)
      • 2.3 (Congressional Behavior)
      • 2.4 (Roles and Powers of the President)
      • 2.5 (Checks on the Presidency)
      • 2.6 (Expansion of Presidential Power)
      • 2.7 (Presidential Communication)
      • 2.8 (The Judicial Branch)
      • 2.9 (Legitimacy of the Judicial Branch)
      • 2.10 (The Court in Action)
      • 2.11 (Checks on the Judicial Branch)
      • 2.12 (The Bureaucracy)
      • 2.13 (Discretionary and Rule-Making Authority)
      • 2.14 (Holding the Bureaucracy Accountable)
      • 2.15 (Policy and the Branches of Government)
      • Test Review
      • Celebration of Knowledge!
    • Unit 3: Civil Liberties and Civil Rights >
      • 3.1 (The Bill of Rights)
      • 3.2 (Freedom of Religion)
      • 3.3 (Freedom of Speech)
      • 3.4 (Freedom of the Press)
      • 3.5 (Right to Bear Arms)
      • 3.6 (Balancing Individual Freedom and Public Order)
      • 3.7 (Selective Incorporation)
      • 3.8 (Due Process and Rights of the Accused)
      • 3.9 (Due Process and the Right to Privacy)
      • 3.10 (Social Movements and Equal Protection)
      • 3.11 (Government Responses to Social Movements)
      • 3.12 (Balancing Minority and Majority Rights)
      • 3.13 (Affirmative Action)
      • Test Review
      • Celebration of Knowledge!
    • Unit 4: American Political Ideologies and Beliefs >
      • 4.1 (American Attitudes about Government and Politics)
      • 4.2 (Political Socialization)
      • 4.3 (Changes in Ideology)
      • 4.4 (Influence of Political Events on Ideology)
      • 4.5 (Measuring Public Opinion)
      • 4.6 (Evaluating Public Opinion Data)
      • 4.7 (Ideologies of Political Parties)
      • 4.8 (Ideology and Policy Making)
      • 4.9 (Ideology and Economic Policy)
      • 4.10 (Ideology and Social Policy)
      • Test Review
      • Celebration of Knowledge!
    • Unit 5: Political Participation >
      • 5.1 (Voting Rights and Behavior)
      • 5.2 (Voter Turnout)
      • 5.3 (Political Parties)
      • 5.4 (Why Parties Change and Adapt)
      • 5.5 (Third-Party Politics)
      • 5.6 (Interest Groups Influencing Policy Making)
      • 5.7 (Groups Influencing Policy Outcomes)
      • 5.8 (Electing a President)
      • 5.9 (Congressional Elections)
      • 5.10 (Modern Campaigns)
      • 5.11 (Campaign Finance)
      • 5.12 (The Media)
      • 5.13 (Changing Media)
    • AP Exam Prep
  • APUSH
    • Period 1 (1491-1607) >
      • Day 1- Contextualizing Period 1 (1.1)
      • Day 2- Native Americans and Europeans (1.2-1.3)
      • Day 3- Columbian Exchange (1.4-1.6)
      • Day 4- Causation in Period 1 (1.7)
    • Period 2 (1607-1754) >
      • Day 1- Contextualizing Period 2 (2.1)
      • Day 2- European Colonization (2.2)
      • Day 3- Colonial Regions and Trade (2.3-2.4)
      • Day 4- European/Indian Interactions and Slavery (2.5-2.6)
      • Day 5- Colonial Society (2.7)
      • Day 6- Comparison in Period 2 (2.8)
    • Period 3 (1754-1800) >
      • Day 1- Contextualizing Period 3 (3.1)
      • Day 2- Causes of the American Revolution (3.2-3.3)
      • Day 3- The American Revolution (3.4-3.6)
      • Day 4- The Articles of Confederation (3.7-3.8)
      • Day 5- The Constitution (3.9)
      • Day 6- Shaping a New Republic (3.10)
      • Day 7- Culture and Migrations (3.11-3.12)
      • Day 8- Continuity and Change in Period 3 (3.13)
    • Period 4 (1800-1848) >
      • Day 1- Contextualizing Period 4 (4.1)
      • Day 2- The Era of Jefferson (4.2)
      • Day 3- Politics and Regional Interests (4.3)
      • Day 4- America on the World Stage (4.4)
      • Day 5- The Market Revolution (4.5-4.6)
      • Day 6- Jackson and Federal Power (4.7-4.8)
      • Day 7- Culture and Reform (4.9-4.13)
      • Day 8- Causation in Period 4 (4.14)
    • Period 5 (1844-1877) >
      • Day 1- Contextualizing Period 5 (5.1)
      • Day 2- Manifest Destiny and the Mexican War (5.2-5.3)
      • Day 3- Compromise of 1850 and Regional Conflict (5.4-5.5)
      • Day 4- Failure of Compromise and Secession (5.6-5.7)
      • Day 5- The Civil War (5.8-5.9)
      • Day 6- Reconstruction (5.10)
      • Day 7- The Failure of Reconstruction (5.11)
    • Period 6 (1865-1898) >
      • Day 1- Contextualizing Period 6 (6.1)
      • Day 2- Developing the West and South (6.2-6.4)
      • Day 3- Industrialization and Capitalism (6.5-6.6)
      • Day 4- Labor in the Gilded Age (6.7)
      • Day 5- Immigration in the Gilded Age (6.8-6.9)
      • Day 6- Middle Class and Reforms (6.10-6.11)
      • Day 7- Politics in the Gilded Age (6.12-6.13)
      • Day 8- CCOT in Period 6 (6.14)
    • Period 7 (1890-1945) >
      • Day 1- Contextualizing Period 7 (7.1)
      • Day 2- Imperialism (7.2-7.3)
      • Day 3- The Progressive Era (7.4)
      • Day 4- World War I (7.5-7.6)
      • Day 5- Society in the 1920s (7.7-7.8)
      • Day 6- The Great Depression (7.9)
      • Day 7- The New Deal (7.10)
      • Day 8- Rise of the Axis (7.11-7.12)
      • Day 9- Fighting World War II (7.13-7.14)
    • Period 8 (1945-1980) >
      • Day 1- Contextualizing Period 8 (8.1)
      • Day 2- The Cold War (8.2)
      • Day 3- 1950s Society (8.3-8.5)
      • Day 4- Early Steps in the Civil Rights Movement (8.6)
      • Day 5- The Vietnam War (8.7-8.8)
      • Day 6- The Great Society (8.9)
      • Day 7- The African American Civil Rights Movement (8.10)
      • Day 8- Society in Transition (8.11-8.14)
    • Period 9 (1980-2020) >
      • Day 1- Contextualizing Period 9 (9.1)
      • Day 2- Reagan and the End of the Cold War (9.2-9.3)
      • Day 4- Challenges of the 21st Century (9.6)
    • AP Exam Prep
  • VA/US Government
    • Unit 1: Foundations of American Democracy >
      • 1-1: Course Introduction
      • 1-2: The Enlightenment
      • 1-3: American Revolution and the Declaration of Independence
      • 1-4: Articles of Confederation and the Constitutional Convention
      • 1-5: Constitutional Compromise and Federal Powers
      • 1-6: Ratification and Amendment of the Constitution
    • Unit 2: Public Opinion and Political Action >
      • 2-1: Political Culture and Socialization
      • 2-2: Political Ideology
      • 2-3: Public Opinion Polls
      • 2-4: Voting Equality
      • 2-5: Voter Turnout and Voter Choice
      • 2-6: Unconventional Political Participation
    • Unit 3: Linkage Institutions >
      • 3-1: Functions of Political Parties
      • 3-2: The Two-Party System in the United States
      • 3-3: The Development of Political Parties through History
      • 3-4: Third Parties
      • 3-5: Introduction to Interest Groups
      • 3-6: Types and Characteristics of Interest Groups
      • 3-7: Lobbying and PACs
      • 3-8: Intro to the Mass Media
      • 3-9: The News Industry
      • 3-10: Review
    • Unit 4: Congress >
      • 4-1: Powers of Congress
      • 4-2: Bicameralism and Reapportionment
      • 4-3: Congressional Elections
      • 4-4: Powers of the House and Senate
      • 4-5: Organization of Congress
      • 4-6: The Legislative Process
      • 4-7: Congress and the Executive Branch
    • Unit 5: Presidency >
      • 5-1: Presidential Nominations
      • 5-2: Presidential Campaigns and Elections
      • 5-3: Presidential Informal Powers
      • 5-4: Executive and Judicial Powers of the President
      • 5-5: Legislative Powers of the President
      • 5-6: Foreign Policy Powers of the President
    • Unit 6: Bureaucracy >
      • 6-1: Introduction to the Bureaucracy
      • 6-2: Functions of the Bureaucracy
      • 6-3: Oversight of the Bureaucracy
    • Unit 7: Judicial Branch >
      • 7-1: Introduction to the Judicial Branch
      • 7-2: Supreme Court Procedures
      • 7-3: Supreme Court Decisions
    • Unit 8: Federalism >
      • 8-1: Introduction to Federalism
      • 8-2: National Supremacy
      • 8-3: State Obligations
      • 8-4: Fiscal Federalism
      • 8-5: Federalism Review
    • Unit 9: Civil Liberties and Civil Rights >
      • 9-1: Intro to the Bill of Rights
      • 9-2: Freedom of Religion
      • 9-3: Freedom of Speech, Assembly, and the Press
      • 9-4: 2nd Amendment & Rights of Criminal Defendants
      • 9-5: Civil Rights
  • Tennis

9-4: The Second Amendment and Rights of Criminal Defendants

Previous Class (Freedom of Speech)
Next Class (Civil Rights)

Objective: Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.

Class Notes for the Day:

Notes: Defendants' Rights

Starter: What state has had the most executions since capital punishment was reinstated in 1976?

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1.How accurate was your prediction?

2.Describe one geographical pattern you see in this map?

3.What do you think explains that pattern?

4.What portion of Americans favor the death penalty?

5.Why do you think that is the case?

6.Do you personally favor the death penalty?

7.What trend do you see in the number of executions in the US?

8.What is one explanation for that trend?

9.Based on public opinion and the trend in the total number of executions, would you say that the number of executions is based on public opinion on this issue?

10.Was the death penalty a big issue in the 2016 presidential election?

11.Based on all the data from the chart above, do you imagine the death penalty will be legal in 2020?

12.What is most surprising about any of this information?

13.What country do you think executes the highest number of its own citizens?

14.Where do you the US falls on that list?

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Project: SCOTUS Case in a Box

Digital Copy of Directions and Landmark Case Chart
You will research a landmark Supreme Court case and create a “Landmark Case Box” by bringing in tangible artifacts to represent that case. For example, if your assigned case was Texas v. Johnson (flag burning is protected free speech), you might choose to include a flag, a picture of Reagan, an EMPTY match book (some of these are sensitive issues, if you have to make a judgment call about the appropriateness of an object, you need to run it by Jacobson ahead of time), a typed or handwritten copy of the First Amendment, etc. You will present your case and box to the class. You will work in pairs on this project. Here are the requirements for the presentation:
 
  1. You must have at least eight objects in your box. These objects must relate to the case you’re assigned. I recommend using an empty cereal box.
  2. You must cover and then decorate the outside of your box with illustrations, words/phrases/constitutional clauses, photos, etc., that relate to your case. You must complete a Landmark Supreme Court Case chart with information about your case.
  3. Glue the chart to one side of the box and use it as a prompt when you present your case to the class. Your classmates will fill in their blank graphic organizers (one for each of the 9 cases) based on the information you present in class.
  4. You must present the contents of your box to the class. Show each item in the box and explain why it was significant to your case. Be prepared to answer questions from your audience about the case.
  5. List of Landmark Supreme Court cases:
    1. Brown v. Board of Education (equal protection under the law)
    2. Engel v. Vitale (establishment of religion)
    3. Gideon v. Wainwright (right to counsel)
    4. Mapp v. Ohio (exclusionary rule)
    5. McDonald v. Chicago (right to bear arms)
    6. Miranda v. Arizona (Miranda rights)
    7. New York Times v. United States (prior restraint)
    8. Obergefell v. Hodges (same-sex marriage)
    9. Roe v. Wade (abortion)
    10. Schenck v. United States (clear and present danger)
    11. Tinker v. Des Moines (symbolic speech)
    12. Wisconsin v. Yoder (free exercise of religion)

Due Process

The 4th, 5th, 6th, and 8th Amendments are crucial in our guarantee of the rights of life, liberty, and property!  They have been incorporated to the states via the due process clause of the 14th Amendment.

Amendment Four
The Right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment Five
No person shall…be deprived of life, liberty, or property, without due process of law.

Amendment Six
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury…and to have the assistance of counsel for his defense.

Amendment Eight
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted.

Amendment Fourteen
No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law.

QUESTIONS TO CONSIDER:
  1. Do we have too many rights or too few?
  2. How should we balance liberty and security?
  3. If somebody violates your rights, should they lose theirs?
  4. If I haven’t done anything wrong, why should I worry about these rights?
  5. Is it better to let one hundred guilty men go free than to punish one innocent man?

FOR FURTHER CONSIDERATION:
  1. Should I have to go through a metal detector to board an airplane?
  2. Should random DUI traffic stops be allowed?
  3. Should the government be allowed to search my Internet records?
  4. Should schools be allowed to search students' cell phones?
  5. Should terrorists be granted the writ of habeas corpus?
  6. Should terrorists be waterboarded?
  7. Should illegal immigrants, terrorists, and other non-citizens be given fair trials?
  8. Should the government be allowed to detain a person indefinitely?
  9. Should illegally obtained evidence be allowed in my trial?
  10. Benjamin Franklin said “They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.” Do you agree?
  11. Should middle school students be allowed to be strip searched?  Because it happened a few years ago and will be one of the cases we read about today.

Mock Supreme Court Conference: Right to Bear Arms, Due Process, & Cruel and Unusual Punishment

Digital copy here!

Closer: How does the Supreme Court balance individual freedom and public order?

  • Make a claim here!
  • Support your claim with TWO pieces of accurate and relevant information.
  • Use reasoning to explain why your evidence supports your claim.
  • Respond to an opposing or alternative perspective.

Next Class: Civil Rights: History of Racial and Gender Equality

  • Home
  • AP Government
    • Unit 1: Foundations of American Democracy >
      • 1.1 (Ideals of Democracy)
      • 1.2 (Types of Democracy)
      • 1.3 (Government Power)
      • 1.4 (Articles of Confederation)
      • 1.5 (Ratification of the Constitution)
      • 1.6 (Principles of U.S. Government)
      • 1.7 (Federalism)
      • 1.8 (Interpretations of Federalism)
      • 1.9 (Federalism in Action)
      • Test Review
      • Celebration of Knowledge!
    • Unit 2: Interactions Among Branches of Government >
      • 2.1 (The Senate and House)
      • 2.2 (Structures, Powers, and Functions of Congress)
      • 2.3 (Congressional Behavior)
      • 2.4 (Roles and Powers of the President)
      • 2.5 (Checks on the Presidency)
      • 2.6 (Expansion of Presidential Power)
      • 2.7 (Presidential Communication)
      • 2.8 (The Judicial Branch)
      • 2.9 (Legitimacy of the Judicial Branch)
      • 2.10 (The Court in Action)
      • 2.11 (Checks on the Judicial Branch)
      • 2.12 (The Bureaucracy)
      • 2.13 (Discretionary and Rule-Making Authority)
      • 2.14 (Holding the Bureaucracy Accountable)
      • 2.15 (Policy and the Branches of Government)
      • Test Review
      • Celebration of Knowledge!
    • Unit 3: Civil Liberties and Civil Rights >
      • 3.1 (The Bill of Rights)
      • 3.2 (Freedom of Religion)
      • 3.3 (Freedom of Speech)
      • 3.4 (Freedom of the Press)
      • 3.5 (Right to Bear Arms)
      • 3.6 (Balancing Individual Freedom and Public Order)
      • 3.7 (Selective Incorporation)
      • 3.8 (Due Process and Rights of the Accused)
      • 3.9 (Due Process and the Right to Privacy)
      • 3.10 (Social Movements and Equal Protection)
      • 3.11 (Government Responses to Social Movements)
      • 3.12 (Balancing Minority and Majority Rights)
      • 3.13 (Affirmative Action)
      • Test Review
      • Celebration of Knowledge!
    • Unit 4: American Political Ideologies and Beliefs >
      • 4.1 (American Attitudes about Government and Politics)
      • 4.2 (Political Socialization)
      • 4.3 (Changes in Ideology)
      • 4.4 (Influence of Political Events on Ideology)
      • 4.5 (Measuring Public Opinion)
      • 4.6 (Evaluating Public Opinion Data)
      • 4.7 (Ideologies of Political Parties)
      • 4.8 (Ideology and Policy Making)
      • 4.9 (Ideology and Economic Policy)
      • 4.10 (Ideology and Social Policy)
      • Test Review
      • Celebration of Knowledge!
    • Unit 5: Political Participation >
      • 5.1 (Voting Rights and Behavior)
      • 5.2 (Voter Turnout)
      • 5.3 (Political Parties)
      • 5.4 (Why Parties Change and Adapt)
      • 5.5 (Third-Party Politics)
      • 5.6 (Interest Groups Influencing Policy Making)
      • 5.7 (Groups Influencing Policy Outcomes)
      • 5.8 (Electing a President)
      • 5.9 (Congressional Elections)
      • 5.10 (Modern Campaigns)
      • 5.11 (Campaign Finance)
      • 5.12 (The Media)
      • 5.13 (Changing Media)
    • AP Exam Prep
  • APUSH
    • Period 1 (1491-1607) >
      • Day 1- Contextualizing Period 1 (1.1)
      • Day 2- Native Americans and Europeans (1.2-1.3)
      • Day 3- Columbian Exchange (1.4-1.6)
      • Day 4- Causation in Period 1 (1.7)
    • Period 2 (1607-1754) >
      • Day 1- Contextualizing Period 2 (2.1)
      • Day 2- European Colonization (2.2)
      • Day 3- Colonial Regions and Trade (2.3-2.4)
      • Day 4- European/Indian Interactions and Slavery (2.5-2.6)
      • Day 5- Colonial Society (2.7)
      • Day 6- Comparison in Period 2 (2.8)
    • Period 3 (1754-1800) >
      • Day 1- Contextualizing Period 3 (3.1)
      • Day 2- Causes of the American Revolution (3.2-3.3)
      • Day 3- The American Revolution (3.4-3.6)
      • Day 4- The Articles of Confederation (3.7-3.8)
      • Day 5- The Constitution (3.9)
      • Day 6- Shaping a New Republic (3.10)
      • Day 7- Culture and Migrations (3.11-3.12)
      • Day 8- Continuity and Change in Period 3 (3.13)
    • Period 4 (1800-1848) >
      • Day 1- Contextualizing Period 4 (4.1)
      • Day 2- The Era of Jefferson (4.2)
      • Day 3- Politics and Regional Interests (4.3)
      • Day 4- America on the World Stage (4.4)
      • Day 5- The Market Revolution (4.5-4.6)
      • Day 6- Jackson and Federal Power (4.7-4.8)
      • Day 7- Culture and Reform (4.9-4.13)
      • Day 8- Causation in Period 4 (4.14)
    • Period 5 (1844-1877) >
      • Day 1- Contextualizing Period 5 (5.1)
      • Day 2- Manifest Destiny and the Mexican War (5.2-5.3)
      • Day 3- Compromise of 1850 and Regional Conflict (5.4-5.5)
      • Day 4- Failure of Compromise and Secession (5.6-5.7)
      • Day 5- The Civil War (5.8-5.9)
      • Day 6- Reconstruction (5.10)
      • Day 7- The Failure of Reconstruction (5.11)
    • Period 6 (1865-1898) >
      • Day 1- Contextualizing Period 6 (6.1)
      • Day 2- Developing the West and South (6.2-6.4)
      • Day 3- Industrialization and Capitalism (6.5-6.6)
      • Day 4- Labor in the Gilded Age (6.7)
      • Day 5- Immigration in the Gilded Age (6.8-6.9)
      • Day 6- Middle Class and Reforms (6.10-6.11)
      • Day 7- Politics in the Gilded Age (6.12-6.13)
      • Day 8- CCOT in Period 6 (6.14)
    • Period 7 (1890-1945) >
      • Day 1- Contextualizing Period 7 (7.1)
      • Day 2- Imperialism (7.2-7.3)
      • Day 3- The Progressive Era (7.4)
      • Day 4- World War I (7.5-7.6)
      • Day 5- Society in the 1920s (7.7-7.8)
      • Day 6- The Great Depression (7.9)
      • Day 7- The New Deal (7.10)
      • Day 8- Rise of the Axis (7.11-7.12)
      • Day 9- Fighting World War II (7.13-7.14)
    • Period 8 (1945-1980) >
      • Day 1- Contextualizing Period 8 (8.1)
      • Day 2- The Cold War (8.2)
      • Day 3- 1950s Society (8.3-8.5)
      • Day 4- Early Steps in the Civil Rights Movement (8.6)
      • Day 5- The Vietnam War (8.7-8.8)
      • Day 6- The Great Society (8.9)
      • Day 7- The African American Civil Rights Movement (8.10)
      • Day 8- Society in Transition (8.11-8.14)
    • Period 9 (1980-2020) >
      • Day 1- Contextualizing Period 9 (9.1)
      • Day 2- Reagan and the End of the Cold War (9.2-9.3)
      • Day 4- Challenges of the 21st Century (9.6)
    • AP Exam Prep
  • VA/US Government
    • Unit 1: Foundations of American Democracy >
      • 1-1: Course Introduction
      • 1-2: The Enlightenment
      • 1-3: American Revolution and the Declaration of Independence
      • 1-4: Articles of Confederation and the Constitutional Convention
      • 1-5: Constitutional Compromise and Federal Powers
      • 1-6: Ratification and Amendment of the Constitution
    • Unit 2: Public Opinion and Political Action >
      • 2-1: Political Culture and Socialization
      • 2-2: Political Ideology
      • 2-3: Public Opinion Polls
      • 2-4: Voting Equality
      • 2-5: Voter Turnout and Voter Choice
      • 2-6: Unconventional Political Participation
    • Unit 3: Linkage Institutions >
      • 3-1: Functions of Political Parties
      • 3-2: The Two-Party System in the United States
      • 3-3: The Development of Political Parties through History
      • 3-4: Third Parties
      • 3-5: Introduction to Interest Groups
      • 3-6: Types and Characteristics of Interest Groups
      • 3-7: Lobbying and PACs
      • 3-8: Intro to the Mass Media
      • 3-9: The News Industry
      • 3-10: Review
    • Unit 4: Congress >
      • 4-1: Powers of Congress
      • 4-2: Bicameralism and Reapportionment
      • 4-3: Congressional Elections
      • 4-4: Powers of the House and Senate
      • 4-5: Organization of Congress
      • 4-6: The Legislative Process
      • 4-7: Congress and the Executive Branch
    • Unit 5: Presidency >
      • 5-1: Presidential Nominations
      • 5-2: Presidential Campaigns and Elections
      • 5-3: Presidential Informal Powers
      • 5-4: Executive and Judicial Powers of the President
      • 5-5: Legislative Powers of the President
      • 5-6: Foreign Policy Powers of the President
    • Unit 6: Bureaucracy >
      • 6-1: Introduction to the Bureaucracy
      • 6-2: Functions of the Bureaucracy
      • 6-3: Oversight of the Bureaucracy
    • Unit 7: Judicial Branch >
      • 7-1: Introduction to the Judicial Branch
      • 7-2: Supreme Court Procedures
      • 7-3: Supreme Court Decisions
    • Unit 8: Federalism >
      • 8-1: Introduction to Federalism
      • 8-2: National Supremacy
      • 8-3: State Obligations
      • 8-4: Fiscal Federalism
      • 8-5: Federalism Review
    • Unit 9: Civil Liberties and Civil Rights >
      • 9-1: Intro to the Bill of Rights
      • 9-2: Freedom of Religion
      • 9-3: Freedom of Speech, Assembly, and the Press
      • 9-4: 2nd Amendment & Rights of Criminal Defendants
      • 9-5: Civil Rights
  • Tennis