Teaching Recommendations Based on Your Time, Mapp v. Ohio, Landmark Supreme Court Cases

Mapp v. Ohio (1961)

Teaching Recommendations Based on Your Time

If you have one day . . .

Begin discussion by asking students to create a KWL chart (what they know, what they want to know, and what they have learned) about search and seizure. Discuss their responses in the "K" and "W" columns. Explain that you will begin studying Mapp after completing the "K" and "W" columns in order to complete the "L" column.
Read the "Background" as a class. Have students answer the questions that follow. Next, have students predict the outcome of the case.
For homework, have students read the excerpt of the opinion and answer the accompanying questions. Then have students complete the "L" column on the KWL chart and discuss as a class.

If you have two days . . .

Complete the activities for the first day. (Note to teachers: We recommend that you invite a community resource person, such as a police officer, judge, or lawyer, to assist in the activities described here for day two. Many of the scenarios are tricky and the answers can depend upon the nuances of state law.)

Need recommendations for using Community Resources?

Complete the activity titled "When is a Search Warrant Not Necessary? Every people Response Activity."
Next, complete the activity titled "Search Warrants, What Are They and How Do They Work?"
For homework, have students read "The Exclusionary Rule in a Computer-Driven Society" and complete the written response that appears at the end of the reading. (You may want to print out this activity for them instead of having them do it on the Internet, as there is a hotlink to the actual outcome in Arizona v. Evans, which you won't want them to see until they have completed the activity. There are several other hotlinks embedded in the text, but these links are there primarily for enrichment.)
On your last day, have students complete the "L" column on the KWL chart and discuss as a class.

If you have three days . . .

Complete the activities for the first and second days.
On the third day, discuss the outcome in Arizona v. Evans. Have students complete the activity titled "Friend or Foe: Debating the Exclusionary Rule, Part I." Review and discuss the answers.
On your last day, have students complete the "L" column on the KWL chart and discuss as a class.

If you have four days . . .

Complete the activities for the first, second, and third days.
On the fourth day, complete the activity titled "Friend or Foe: Debating the Exclusionary Rule, Part II."
On your last day, have students complete the "L" column on the KWL chart and discuss as a class.