In this simulation, students will work in groups, assuming one of these positions, and will evaluate the candidate's qualifications and possible political persuasions. Since the Senate Judiciary Committee hearings may go on for many weeks, the teacher can extend the lesson to include student debates between the different Senate subcommittees or revisit the lesson when it is more convenient.

Due to the potential controversial nature of many of the topics discussed during the nomination hearings the teacher might want to review the materials and resources beforehand.

Although this lesson is designed to be completed in two class periods, class time may vary. It is suggested that students be given time in class and at home (if necessary) to prepare for the simulation on the first day and then conduct their evaluations of the candidates on the second day.

With the retirement of Justice David Souter, President Obama will nominate his first member to the Supreme Court. Justice Souter surprised many when after being nominated by George H.W. Bush he sided with the more liberal leaning justices of the Court. From the earliest years, the Senate has guarded its power to review and approve or reject Presidential nominees to the Supreme Court. Since the early days of the republic, the Senate has considered a nominees qualifications, the importance of the position and the prevailing political climate in providing advice and consent to the President on his nomination. Your sub-committee's task is to consider the nominee's qualifications and opinions on various issues and determine whether he should be approved by the Senate.

MATERIALS

PDF - Strong Conservative Committee Member
PDF - Moderate Conservative Committee Member
PDF - Moderate Liberal Committee Member
PDF - Strong Liberal Committee Member

1. Divide the class into four subcommittees each representing one of the different positions on the U.S. Senate Judiciary Committee and pass out their respective student handouts. (With larger classes the teacher might want to create more than one subcommittee of each category to allow for smaller discussion groups. The teacher can also decide whether to place students in groups that are similar or different to their own personal views on the issues discussed in the subcommittee role descriptions.)

2. Give students time to review the history of judicial nominations and the role descriptions of their respective subcommittees. Answer any questions students might have before they begin their research.

3. Have students work in their subcommittees to research the president's nominee. They can go to the NewsHour special report on the Supreme Court at or any of the other major news outlets and/or interest groups' websites listed on their handout (and on the right navigation bar) for information. They should understand that the interest groups have specific agendas and might be favorable or unfavorable toward a specific candidate and that information from these sites should be taken in that context. If necessary, have students extend their research as a homework assignment.

4. On the second day, have students meet in their groups to briefly (10 minutes) discuss their findings from the day before. They have the option of coming to a consensus on the nominee or "agreeing to disagree" within their group. If this is the case, different members of each subcommittee should be allowed to present their views.

5. The teacher should then introduce the nominee or have one of the groups introduce the nominee with a brief biography.

6. Then have each group introduce themselves to the class by reviewing the role description on their student handout. After discussing their findings on the nominee using their research guide, the subcommittees should then vote on whether to accept or reject the nominee.

7. Have students do the follow up questions in either small group or general class discussion or as a written paper.

Follow-up questions:

• What did you learn about the nominee you researched in class?

McRel K-12 Standards Addressed:

Civics
- Standard 5: Understands the major characteristics of systems of shared powers and of parliamentary systems
- Standard 15: Understands how the U.S. Constitution grants and distributes power and responsibilities to national and state government and how it seeks to prevent the abuse of power
- Standard 20: Understands the roles of political parties, campaigns, elections, and associations and groups in American politics

Language Arts (Reading)
Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts
- Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes
- Viewing
Standard 9: Uses viewing skills and strategies to understand and interpret visual media
- Working with Others
Standard 1: Contributes to the overall effort of a group
Standard 4: Displays effective interpersonal communication skills