STREET LAW - CURRICULUM MAP

Transcription

1 WHAT IS LAW? *Reasons for having laws *Laws are a reflection of economic, moral, political, and social values *Incorporating human rights in written laws *In the United States, the relation between rights and responsibilities, civil law, and criminal law *The United States Constitution framework *Why study law (affects, reasons, examples)? *How are society s values reflected in its laws? *What is the difference between civil and criminal law? *Why are the branches of government and the Bill of Rights essential in our United States democracy? *Concept 2: Structure of Government -PO5 (Legislative Branch of U.S. Government) -PO6 (Executive Branch of U.S. Government) -PO7 (Judicial Branch of U.S. Government) *Concept 3: Functions of Government

2 -PO2 (Due Process of Law) -PO5 (Factors and processes determining domestic policies) *Concept 4: Rights, Responsibilities, and Roles of Citizenship -PO1 (Basic Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship a, e, f, g) *Concept 5: Government Systems of the World -PO3 (World Government Organizations, United Nations) *Students will be able to define, memorize, and recall what a law is. *Students will be able to identify laws that exist at the local, state, and federal levels. *Student groups will create a bill to become a law (group work). *Students will appraise how laws are related to values and human rights. *Students will assess citizen responsibilities as stated in the U. S. Constitution. *Quiz on the chapter *Test on the chapter *Problem 1.1, p. 5, individual work *Problem 1.3, p. 8, group work *The Ring Game *Problem 1.2, p. 6, Shipwrecked Sailors, group work *Caption Questions on pp. 7, 9, 14, 16, 17 *Problem 1.7, p. 15, group work LAWMAKING *Roles of the federal, state, and local legislative bodies in making laws *The supremacy clause of the U.S. Constitution *Agencies, courts, and international treaties influence in creating laws

3 *What is the purpose of the legislative branch of government at all levels (local, state, and federal)? *What various groups in a democracy play a part in creating laws? *Why do Americans consider the U.S. Constitution supreme in relation to law? *Concept 2: Structure of Government -PO5 (Legislative Branch of U.S. Government) -PO6 (Executive Branch of U.S. Government) -PO7 (Judicial Branch of U.S. Government) *Concept 4: Rights, Responsibilities, and Roles of Citizenship -PO1 (Basic Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship a, e, f, g) *Students will create a law (bill first) and generate a group class presentation which justifies their position. *Students will be able to exhibit confidence in their public speaking before the class.

4 *Quiz for the chapter *Test for the chapter *Creating a bill/law presentation *Problem 2.2, p. 22, group work, (law interpretations, changes) *Problem 2.3, p. 22, group work, Drafting a Law simulation and a class presentation THE COURT SYSTEM *Plessy v. Ferguson ( *Roles of judges, juries, defense attorneys, prosecutors, and plaintiffs in a trial *The basis for appealing a case *Federal and state court systems *The important function of the U.S. Supreme Court *How does a trial process work? *What is the importance of juries in our adversarial court system? *How do appeals work? *How do federal and state courts interact and function separately and jointly?

5 *Concept 2: Structure of Government -PO7 (Judicial Branch of U.S. Government) *Concept 3: Functions of Government -PO2 (Due Process of Law) *Concept 4: Rights, Responsibilities, and Roles of Citizenship -PO1 (Basic Rights and Freedoms) *Students will be able to diagram using a graphic organizer the Steps in a Trial. *Students will be able to appraise the relationship between the state and federal courts. *Students will be able to summarize the importance of the U.S. Constitution in relation to the federal courts. *Quiz for the chapter *Test for the chapter *Problem 5.5, p. 60, group work, Gideon v. Wainwright *Problem 5.6, p. 61, group work, Who Should be on the Supreme Court? as related to Harriet Miers our present nominee to the U.S. Supreme Court *Caption Questions on pp. 47, 50, 51, 53, 55, 56, 59, 62 *Problem 5.1, p. 48, group work *Problem 5.2, p. 50, group work *Problem 5.3, p. 54, group work *Problem 5.4, p. 58, group work *Graphic organizer for Federal and State Courts, p. 53 *Graphic organizer for The Federal Judicial Circuits, p. 55

6 Crimes Against the Person *Crimes Against the Person: homicide, assault, battery, rape *Various levels of crimes against the person protects against overly harsh penalties. *Circumstances of each offense are considered in sentencing. *How does the law protect the defendant accused of crimes against the person from overly harsh penalties? *Why is teen suicide of serious concern in our American society? *What is the impact of the crime of rape on American young people? *What is the legal definition of the four crimes against the person? *Concept 3: Functions of Government

7 -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship) -PO4 (Role of Political Parties, Interest Groups, Mass Media *Students will be able to explain the definition of each type of crime against the person and illustrate each through an example. *Students will differentiate between the various levels of crimes against the person defined by law to protect the defendant from excessive penalties. *Activity: Compare murder and suicide statistics from the FBI-Uniform Crime Report. *Test on the chapter *Problem 9.2, p. 114, group work *Class Discussion: Date Rape-How to Protect Yourself *p. 109, You Be the Judge-Homicide Cases *Problem 9.1, p. 111, group work *Activity: A class debate over doctor-assisted suicide *Caption Questions on pp. 110, 112, 113

8 Crimes Against Property *Crimes against property include destroyed/vandalized property and/or stolen property. *Growth and impact of computer crime *Definitions of various crimes against property *What are the two broad categories of crimes against property? *What steps can people take to reduce the incidence of property crimes? *Concept 3: Functions of Government -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship)

9 -PO4 (Role of Political Parties, Interest Groups, Mass Media *Students will be able to identify and explain the two categories of crime against property. *Students will be able to distinguish between the specific types of property crimes. *Students will be able to assess what a person can do to reduce property crimes in their homes. *Students will be able to explain and appraise various types and activities of hackers and crackers (computer crime). *Problems 10.1/p. 116, 10.2/p. 117, group work *Problem 10.3, p. 118, individual work *Test on the chapter *Problem 10.4, p. 121, individual work *Caption Questions: pp. 117, 119, 121, 123 Defenses *Requirements for a conviction *Government (prosecutor) must prove it s case.

10 *What must a prosecutor prove for a conviction to occur in a criminal case? *What is a defendant not required to do in a criminal case? *To what extent may force be use in defense of one s property? *Concept 3: Functions of Government -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship) -PO4 (Role of Political Parties, Interest Groups, Mass Media

11 *Students will be able to identify and explain what a prosecutor must prove for a conviction to occur in a criminal case. *Students will be able to summarize and differentiate between the defenses available to a defendant. *Problem 11.1, p. 128, group work *Notebook: note-taking organization of definitions *Test on the chapter *Problem 11.2, p. 130, bellwork *Class discussion of cultural defenses for immigrants (legal and illegal) to the United States. *Caption Questions: pp. 127, 129, 130, 131 Investigation Process * *Investigative Phase: arrest, search, seizure, interrogations, confessions *Steps in the process of investigation *Vocabulary words related to investigation *What is the process if you are arrested? *What should be done about racial profiling? *What are the steps in an investigation? *What is the sequence of events in the criminal justice process?

12 *Concept 3: Functions of Government -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship) -PO4 (Role of Political Parties, Interest Groups, Mass Media *Students will be able to diagram the criminal justice process using a graphic organizer. *Students will be able to present the steps in an investigation. *Students will be able to explain the Fourth Amendment. *Students will be able to access an individuals right to privacy and the governments need to gather information.

13 *Problems: 12.2/p. 137, 12.3/p. 139, 12.8/p. 150, 12.10/p. 153-individual work *Problems: 12.4/p. 141, 12.5/p. 142, 12.7/p. 146, 12.11/p. 154-group work *Test on the chapter *Caption Questions: pp. 136, 140, 143, 144, 146, 150, 152 *Activity: Role-play concerning public school searches *Activity: Role-play and questions for Problem 12.6, p. 145 Proceedings Before Trial and the Trial * *Miranda v. AZ *Right of people accused of crimes to a trial by jury. *Right of people accused of crimes to a speedy trial. *Right to compulsory process and to confront witnesses *Freedom from self-incrimination *Right to an attorney *Criminal appeals *How does the Sixth Amendment protect people accused of crimes? *Under what circumstances is a trial by jury not required? *Why is being able to subpoena witnesses important to people accused of crimes? *Why is self-incrimination an important protection for people accused of crimes/ *What are the options for defendants if they think they have been wrongly convicted?

14 *Concept 3: Functions of Government -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship) -PO4 (Role of Political Parties, Interest Groups, Mass Media *Students will be able to summarize the trial process through the use of a graphic organizer. *Students will be able to exhibit their understanding of the trial process through the role-playing exercise of a trial. *Students will be able to categorize, illustrate, and explain the rights of the Sixth Amendment related to a trial. *Test on the chapter *Problems: 14.1/p. 167, 14.2/p. 168, 14.3/p. 169, 14.4/p. 169, 14.5/p. 170, 14.6/p. 171

15 *Caption Questions: pp. 171, 172 *Graphic organize illustrating the trial process Sentencing and Corrections * *Sentencing options judges may exercise *Theories regarding the purposes of punishment *Capital punishment *Corrections (jail and prison) *What are the eight sentencing options judges may exercise? *What are some of the factors that affect sentencing decisions? *What are the four theories of punishment and the assumption each theory is based on? *How has capital punishment evolved throughout American history? *What are characteristics of differences between jail and prison? *To what extent is prison overcrowding a problem in the United States?

16 *Concept 3: Functions of Government -PO2 (Due Process of Law) -PO3 (Sources of Government Funding) -PO4 (Regulatory Functions of Government) -PO5 (Factors/Processes That Determine Domestic Policies) *Concept 4: Rights, Responsibilities, Roles of Citizenship -PO1 (Individual Rights and Freedoms) -PO3 (Basic Responsibilities of Citizenship) -PO4 (Role of Political Parties, Interest Groups, Mass Media *Students will be able to analyze the problem of prison overcrowding. *Students will be able to summarize the arguments in support of and in opposition to Three Strikes Laws. *Students will be able to evaluate the factors that determine whether or not parole will be granted to a convicted person. *Students will be able to analyze how U.S. Supreme Court rulings have influenced the imposition of the death penalty. *Test on the chapter *Problems: 15.1/p. 175, 15.3/p. 179, 15.4/p. 181,15.5/p. 185 *Caption Questions: pp. 174, 177, 180, 183, 184, 186 *

17 STREET LAW - CURRICULUM MAP