Social Studies teacher attends Supreme Court institute in Washington, D.C.
September 21, 2013
By Megan Munson
Staff Writer
[dropcap]W[/dropcap]hat do teachers do in the summer? Some find time to relax, read a book on the beach or work another job. However, if that teacher is First Flight High School Social Studies Department Chair Adam Herman, he’s most likely at a continuing education workshop.
This past summer, Herman, who teaches Civics and AP U.S. Government & Politics at FFHS, attended three workshops, one of which focused solely on the Supreme Court.
Herman attended the Supreme Court Summer Institute for Teachers, held at Georgetown University Law Center in Washington, D.C. during its first week from June 13-18. The event was sponsored by the Supreme Court Historical Society and Street Law, Inc to give teachers an inside look at the workings of the Supreme Court.
“I’ve attended numerous summer workshops for teachers over the years, but this is the best one I’ve ever participated in. The resources provided by Street Law Inc. were excellent, and the presenters were incredible. We met some of the most talented attorneys, representing millions of Americans, who argue cases in front of the court. Some are on or were on presidents’ staff to help select Supreme Court nominees, and others were clerks for the Supreme Court justices. Other presenters were university law professors, and reporters from various media outlets who exclusively cover the Supreme Court. Following their presentations, everyone stayed for the follow-up activities and shared ideas on how to best apply the information in our classrooms,” Herman said. “Street Law Inc. provided lesson plans designed to go along with each of the different presentations. It was incredible.”
The Institute hosted 30 teachers during each of the two week-long sessions. Teachers came from all over the country, including Mexico and Eastern Europe.
After two days of reviewing the Supreme Court’s process of selecting and deciding on cases, the teachers examined current cases with legal experts. These included the cases of Hollingsworth v. Perry and U.S. v. Windsor, regarding same sex marriage, and the resurgence of the Voting Rights Act of 1965 in relation to Shelby County v. Holder.
“We delved into the issues that the Supreme Court justices were getting ready to rule on within the next week…so that was really interesting,” Herman said.
The teachers also held a moot, or mock, court trial on Florida v. Jardines, a case regarding the Fourth Amendment’s protection against irrational search and seizure.
“The case is a complicated one that involves the boundaries of a person’s home, police warrants and the use of drug sniffing dogs. After researching the case, teachers split up and participated in a mock court setting. Georgetown University Law Center had a room that looks just like the Supreme Court on a smaller scale. We had our own Chief Justice along with his panel of associate justices, the plaintiffs, the people bringing the arguments and the defense arguing against their case,” Herman said. “Participating in the process and having the opportunity as teachers to act like our students, well, kind of, was a lot of fun.”
According to Herman, the Supreme Court justices take several months to read through the briefs of the 70 or so cases they hear each year, listen to the arguments presented in front of them, confer with their clerks and other justices, hold conferences, and then write majority opinions, and possible concurring and dissenting opinions. Before the Institute wrapped up, teachers sat in on the Supreme Court and witnessed some major announcements and heard their final decisions read on five cases.
“We were there on the day they read through the Arizona voter ID law, which was struck down; they ruled against it. They also ruled on a pretty interesting case on generic drugs, and whether or not a pharmaceutical company could keep a generic company from selling its drug. (They were) basically paying them not to sell it, so they could be controlling the market,” Herman said. “Sandra Day O’Connor, who had worked on similar voter rights ID cases when she was a justice, was in the audience sitting in the President’s seat just to the right side of the bench. It was pretty cool to see the very first female Supreme Court justice there as well. The Supreme Court, as usual during announcements toward the end of their docket year, was a packed house.”
Herman gained a more complete understanding of the Supreme Court’s intensive work through the Institute, as well as more respect for the justices.
“What I did get from this experience was a better appreciation of all the justices, and the job they do,” Herman said. “Many of us disagree with their decisions, but one thing I learned from this experience is that whether we agree with their decisions or not, they are very smart people and that they all research the cases carefully.”
Students in Herman’s classes can anticipate a few new lessons this year.
“My knowledge of the Supreme Court and the resources I acquired from the workshop will enhance teaching and learning in my classes,” Herman said. “I’m going to conduct a moot trial and/or moot court to give students the opportunity to experience firsthand what occurs within the court. I hope to bring in people from the community – lawyers, attorneys, and judges – to help facilitate the experience.”
Herman, a teacher for the past 20 years, feels inspired after attending the Institute.
“I feel reinvigorated. I was surrounded by movers and seekers of Washington, D.C. and master educators for a week. Together, we came up with new ways to make the court and its unique characteristics more relevant to our students. I’m armed with an arsenal of new resources, and a whole new appreciation of the inner workings of the Supreme Court,” Herman said. “As a teacher, as with most careers, you have to take advantage of professional development opportunities to keep a fresh perspective. Through this incredible experience I just got the fuse lit again; it was awesome.”
Send comments to munsonme0523@daretolearn.org