The U.S.C. is fully annotated.

The United States Code Annotated, originally published by Lawyers’ Co-op/Lexis, and the United States Code Service, originally published by West are both unofficial sources of federal statutory codes.

Selected opinions from federal district courts are published in the Federal Supplement.

When using the Topic and Key Number System in Westlaw, the topic is assigned a particular abbreviation.

The West Reporter that contains case law that deals ONLY with procedural law is called Federal Rules Decisions.

The federal trial court for Tyler is called the Eastern District of Texas.

Two types of minority opinions are concurring and dissenting.

Case/Scenario 1 (SAME SCENARIO FOR SCENARIO 1) Unit Goals: • Students will analyze the qualities of a good friend. • Students will read about a variety of friendships, from destructive to healthy, and make connections between literature and real-life experiences. • Students will write a comparative essay about the similarities and differences between healthy and destructive friendships. Project Directions: A primary assignment in Ms. Manning’s friendship unit involves students responding to two texts: Give a Boy a Gun by Todd Strasser and Freak the Mighty by Rodman Philbrick. The friends in Give a Boy a Gun have a destructive relationship that culminates in a school shooting and massacre. The friends in Freak the Mighty are an unlikely pair who share a mutually rewarding friendship, even though they are very different. After reading and discussing each of the texts form a variety of perspectives and levels, the students are given an assignment to reflect on the friendships in the literature and to write a series of five to seven interview questions to ask a peer and a family member about friendships – both destructive and healthy ones.  Project Assessment Criteria: Ms. Manning established the following guidelines for an exemplary comparative essay: 1. Three to four in-text citations about Freak the Mighty and Give a Boy a Gun that use quotation marks and other punctuation properly and include a page number. 2. Your interpretation of or personal connection to each in-text citation and an explanation of why you included these specific quotes. 3. Five to seven interview questions that pursue deeper, higher-level understanding of destructive and healthy friendships. 4. Conducted interviews with a family member and a peer (evidence of interview notes attached). 5. Typewritten, double-spaced, two-paragraph comparative essay. The first paragraph describes the nature of healthy friendships with details/supports from the texts and interviews. The second paragraph describes the nature of destructive friendships with details/supports from the text and interviews.   Question 3: (2 points) – Would this comparative essay be considered a formative or summative assessment? Justify your answer.  

Evaluate the following True/False question to answer the question below:  Put T or F in the blank below – T if the statement is true and F if the statement is false. _____ Ancient Egypt is an interesting time in history.   What would improve the true/false question above?  

Evaluate the following True/False question to answer the question below: Put T or F in the blank below – T if the statement is true and F if the statement is false. _____ Utah is not a state in the Eastern United States. What would improve the true/false question above?