Teaching Judicial Politics through a Supreme Court Simulation

Autor/inn/en	Williams, Ryan J.; Chergosky, Anthony J.
Titel	Teaching Judicial Politics through a Supreme Court Simulation
Quelle	In: Journal of Political Science Education, 15 (2019) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1493997
Schlagwörter	Court Litigation; Simulation; Political Science; Teaching Methods; Role; Lawyers; Decision Making; Constitutional Law; Student Attitudes; Student Interests; Politics; Political Attitudes; Knowledge Level; Role Playing; Undergraduate Students + Suchen Sie Ihr Suchwort? Rechtsstreit; Simulation program; Simulationsprogramm; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Lawyer; Rechtsanwalt; Decision-making; Entscheidungsfindung; Staatsrecht; Schülerverhalten; Studieninteresse; Politik; Political attitude; Politische Einstellung; Wissensbasis; Rollenspiel
Abstract	This article describes various iterations of a Supreme Court simulation that we developed for undergraduate political science classes. We address when simulations should be used to introduce a topic to students, and when simulations should be used to develop students' understanding of a topic after introducing it. In the simulations, we played the role of attorneys delivering oral arguments before the Supreme Court, while students played the role of Supreme Court justices. Students questioned attorneys, deliberated in groups, voted on the merits of the case, and explained their decisions. We varied when the simulation was conducted, with one class doing the simulation before a lesson on judicial decision making and two classes doing the simulation following a lesson on judicial decision making. We evaluate the simulation by using results from student questionnaires that assessed the students' interest in judicial politics, their knowledge of the Supreme Court, and their understanding of judicial decision making. We find that the simulation most effectively accomplished the intended learning outcomes when the simulation was conducted after a lesson on decision making in the Supreme Court, rather than before the lesson. In addition, our results demonstrate that the simulation increased students' interest in the Supreme Court and their desire to learn more about the institution. Our results have implications for political scientists aiming to enhance student learning through simulations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01