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Hanford Joint Union High SchoolDISTRICT CURRICULUM GUIDE

I. COURSE NAME: Administration of Justice I: Understanding Legal Systems

Grade Level: 10Prerequisite: none

Duration: one year

Credit: CTEJustification/Student Need: 1st course in Law/Law Enforcement Pathway

Textbook/Adoption Date: March 2009; Street Law: A Course in Practical Law;

Glencoe, 2005Board Approval: March 2009

II. COURSE DESCRIPTION

AOJ I: Understanding Legal Systems is the first of a three course series in a law/law

enforcement pathway within the Administration of Justice program at Hanford West HighSchool. The purpose of this course is to provide a basic understanding of the justice

system. The course examines the law enforcement process, the court system, the

correctional system, basic constitutional law and principles, and other related law

enforcement issues. Students will be exposed to the variety of law enforcement careersavailable to them and will get a taste of what it is like being a member of the legal and

law enforcement community.

III. CENTRAL INTELLECTUAL PURPOSE

CommunicationsReading

Students will read case studies, court documents, police reports, forensic reports,

appropriate short story fiction pieces, along with the standard textbook.

WritingStudents will do weekly quick writes, keep a reflective journal, write formal

informative and persuasive essays, and develop legal report writing skills

including interview writing, memo writing, and criminal report writing.Speaking

Public speaking will be a key component in this class through individual

speeches, both impromptu and prepared, and debates. Students will be exposed to

speaking with various types of individuals in a variety of legal situations.

Critical Thinking/Problem Solving

Students will develop and refine critical thinking and problem solving skillsthrough a variety of simulations, role-plays, decision-making activities, journal

writing, debates, and essays.

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Research

Students will research topics for debates and speeches, the career unit, and theunit on Crime Scene Investigation. This research will involve traditional library

resources, personal interviews, and internet sources.

TechnologyStudents will directly utilize internet, word processing, and PowerPoint

presentation technology. They will be exposed to the types of technology used in

the law and law enforcement fields.

Ethics

Ethics is a key component of the Administration of Justice program. Students willlearn about conflict management, how ethics affects the law, the ethical

requirements to be in the legal and law enforcement field, and how ethics interacts

with our guaranteed freedoms.

IV. CONTENT/TIMELINE/ PERFORMANCE STANDARDS In addition to the CAHSEE standards, Administration of Justice courses will infuse the

California Career Technical Education Standards for the Public Services Sector, focusing

on the Legal and Government and Protective Services Pathways. Those focus standards

are:

Foundation Standards

1.0 Academics (Based on California Math, Science, and History-Social Science

Standards)2.0 Communication (Based on California English-Language Arts Standards)

3.0 Career Planning and Management

4.0 Technology5.0 Problem Solving6.0 Health and Safety

7.0 Responsibility and Flexibility

8.0 Ethics and Legal Responsibilities9.0 Leadership and Teamwork

10.0Technical Knowledge and Skills

Pathway Standards

B. Legal and Government Services Pathway

C. Protective Services Pathway

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SPECIAL NOTE: All BOLD state standards are California HS Exit Exam standards.

The activities listed correlate with the California State Content standards for Career

Technical Education—Public Services Sector (Legal and Government

Pathway/Protective Services Pathway.



FIRST SEMESTER

First Six Weeks

SDAIE Instructional Strategies

• Journal Writing/Quickwrites

• Graphic Organizers

• Note-taking

• Role-Playing

• Directed Reading-Thinking Activity

• Jigsaw

• Think-Pair-Share

(Unless noted activities are from the Street Law Teacher Manual.)

I. What Is Law? (2 weeks)

Summary: Students will learn the definition of law and the kinds of laws that exist.

Students then learn how laws are related to values, human rights, and responsibilities

within the framework of the U.S. Constitution.Textbook : Chapter One

Community Resources: Guest Speaker-Lawyer or Judge Activities: Ring Game—develops an understanding of why we need laws. Case Study— The Shipwrecked Sailors. Jigsaw—traces the evolution of law from Hammurabi’s Code

to now. Primary Source Comparison—compare Bill of Rights with UniversalDeclaration of Human Rights. Case Study—The Apathetic Bystander. Primary Source

Analysis—comparing the constitutionality of laws.

II. Lawmaking (1 week)

Summary: Students learn how laws are made by the United Nations, by U.S. legislaturesand regulatory agencies, and by courts that establish precedent.

Textbook: Chapter TwoCommunity Resources: Guest Speakers-Lawyer, Judge, or Politician; Field Trip-CityCouncil or County Board of Supervisors Meeting

Activities: Debate—“All students over 14 years of age should be able to vote for the

school board.” Case Study—The Unclear Law. Simulation—Drafting a Law. Research& Writing—Assessing Landmark Supreme Court Cases.

III. Settling Disputes (1 week)

Summary: Students learn about alternatives to adjudication and develop practical skillsin resolving disputes.

Textbook: Chapter Four

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Community Resources: Guest Speakers-Counselor Activities: Compare/Contrast Essay—Comparing Adjudication and Mediation. RolePlay—Problems at the Mall.

IV. The Court System (2 weeks)

Summary: Students learn about trials, appeals courts, and tribal courts, as well as the

powers of the Supreme Court within the U.S. system of justice.Textbook: Chapter Five

Community Resources: Guest Speakers-Judge, Court Administrator, Jury Commissioner;Field Trips-Courtroom Activities: Graphic Organizer—Analyzing a Trial. Case Study—Taking a Car by

Mistake. Case Study—Gideon v. Wainwright. Guest Speaker—Judge or CourtAdministrator

FOUNDATION STANDARDS

History-Social Science Standards(10.1) Students relate the moral and ethical principles in ancient Greek and Roman

philosophy, in Judaism, and in Christianity to the development of Western

political thought.

(10.1.1) Analyze the similarities and differences in Judeo-Christian and Greco-Romanviews of law, reason and faith, and duties of the individual.

(11.1.2) Analyze the ideological origins of the American Revolution, the Founding

Fathers’ philosophy of divinely bestowed unalienable natural rights, thedebates on the drafting and ratification of the Constitution, and the addition of

the Bill of Rights.

(11.1.3) Understand the history of the Constitution after 1787 with emphasis on federal

versus state authority and growing democratization.(12.1) Students explain the fundamental principles and moral values of American

democracy as expressed in the U.S. Constitution and other essential documents of

American democracy.

(12.2.3) Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes.

(12.2.5) Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others.

(12.4.1) Discuss Article I of the Constitution as it relates to the legislative branch,

including eligibility for office and lengths of terms of representatives andsenators; election to office; the roles of the House and Senate in impeachment

proceedings; the role of the vice president; the enumerated legislative powers; and

the process by which a bill becomes a law.

(12.5) Students summarize landmark U.S. Supreme Court interpretations of theConstitution and its amendments.

Communication Standards-Reading

(2.1) Analyze the structure and format of functional workplace documents, including

the graphics and headers, and explain how authors use the features to achieve

their purposes.(2.3) Generate relevant questions about readings on issues that can be researched.

Specific applications of Reading Comprehension standards (grades eleven and

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twelve):

(2.3) Verify and clarify facts presented in other types of expository texts by using avariety of consumer, workplace, and public documents.

Communication Standards-Writing & Language Conventions

(2.3) Write expository compositions, including analytical essays and research reports:

a.Marshal evidence in support of a thesis and related claims, including

information on all relevant perspectives.

b.Convey information and ideas from primary and secondary sources accuratelyand coherently.

(1.1) Demonstrate control of grammar, diction, and paragraph and sentence structure

and an understanding of English usage.(1.2) Produce legible work that shows accurate spelling and correct punctuation and

capitalization.

(1.3) Reflect appropriate manuscript requirements in writing.

Communication-Listening and Speaking

(2.3) Apply appropriate interviewing techniques:(2.5) Deliver persuasive arguments (including evaluation and analysis of problems

and solutions and causes and effects):

Technology

(4.5) Use technologies to analyze and interpret information.

Problem Solving and Critical Thinking

(5.1) Apply appropriate problem-solving strategies and critical thinking skills to work-

related issues and tasks.

(5.2) Understand the systematic problem-solving models that incorporate input, process, outcome, and feedback components.

(5.3) Use critical thinking skills to make informed decisions and solve problems.

Responsibility and Flexibility

(7.1) Understand the qualities and behaviors that constitute a positive and professional

work demeanor.

(7.2) Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

(7.3) Understand the need to adapt to varied roles and responsibilities.

(7.4) Understand that individual actions can affect the larger community.

Ethics and Legal Responsibilities

(8.2) Understand the concept and application of ethical and legal behavior consistent

with workplace standards.(8.3) Understand the role of personal integrity and ethical behavior in the workplace.

(8.4) Know personal and ethical behaviors that demonstrate commitment to

professional ethics and legal responsibilities.

Leadership and Teamwork

(9.1) Understand the characteristics and benefits of teamwork, leadership, and

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citizenship in the school, community, and workplace settings.

(9.3) Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals.

(9.4) Know multiple approaches to conflict resolution and their appropriateness for a

variety of situations in the workplace.(9.5) Understand how to interact with others in ways that demonstrate respect for

individual and cultural differences and for the attitudes and feelings of others.

(9.6) Understand how team diversity can be leveraged to maximize team effectiveness.

PATHWAY STANDARDS(B—Legal and Government Services Pathway; C-Protective Services Pathway)

B1.1 Know multiple ways of extracting ideas and materials from research and library

resources.

B1.2 Use logical constructs to integrate and organize information and anticipatecounterarguments.

B1.3 Use recognized patterns of discourse, rhetorical skills, images and figures of

speech, and knowledge of situations and audiences to prepare and deliver

compelling arguments regarding issues or proposals.B2.1 Understand sources of conflict among constituents, constituent groups, and

governing-body peers.B2.2 Understand the importance of respect for ethical principles to encourage mutual

regard.

B2.3 Know methods of articulating progress to various audiences to sustain support for

present activities and future plans.B6.2 Use verbal skills and presentation techniques effectively to explain, justify, or

discuss public issues and handle difficult interviews.

B9.1 Know the key elements of the U.S. Constitution and the Bill of Rights; and know

the basic parameters of U.S. and international military, maritime, criminal, andcivil law.

B9.2 Know the basic elements of all aspects of trial procedures.

C1.1 Understand the value of multiple approaches to problem solving. C1.4 Useconflict-resolution and anger-management procedures to take charge of

problems.

C1.5 Analyze and evaluate ideas, proposals, and solutions to problems.C2.2 Exercise people skills, including respect, adaptability, and interpersonal skills, to

provide group leadership and promote collaboration.

C2.3 Use team-building skills to solve problems.C4.2 Use electronic mail, electronic communications networks, and Internet services to

locate, retrieve, and distribute information.

CAHSEE STANDARDS—English/language Arts

10RW1.1 Identify and use the literal and figurative meanings of words andunderstand word derivations.

10RC2.5 Extend ideas presented in primary or secondary sources through original

analysis, evaluation, and elaboration.

10RC2.8 Evaluate the credibility of an author’s argument or defense of a claim by

critiquing the relationships between generalizations and evidence, the

comprehensiveness of evidence, and the way in which the author’s intent

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affects the structure and tone of the text (e.g., in professional journals,

editorials, political speeches, primary source material).

Second Six Weeks


• Journal Writing


• Note-taking

• Role-Playing


• Jigsaw



I. Lawyers (1 week)

Summary: Students learn how to determine when a lawyer is needed, how to find andwork with lawyers, and ethical issues related to the practice of law.Textbook: Chapter SixCommunity Resources: Guest Speakers-Lawyer; Field Trip-District Attorney’s Office Activities: Case Study: The Car Crash. Guest Speaker—Lawyer.

II. Crime in America (2 weeks)

Summary: Students get an overview of crime, including the nature of crimes and therelationship between crime and gangs, guns, and substance abuse. Students will also

study the impact of crime on victims and will learn strategies to prevent and report

crimes.

Textbook: Chapter SevenCommunity Resources: Guest Speakers-Police Officer or Criminologist Activities: Interview w/SRO—Nature and Causes of Crime. Data Analysis—Crime

Statistics. Case Study—Weapons at School. Debate—Effectiveness of Gun ControlLaws. Law in Action—Child Access Prevention Laws. Simulation—Mock Legislative

Hearing on Urban Drug Problem. Persuasive Essay—Criminal v. Victim Rights.

III. Juvenile Justice (2 weeks)

Summary: Students learn the difference between the juvenile justice system and the

(adult) criminal system. Students will learn how the juvenile justice system deals withstatus offenders, neglected and abused children, and delinquent offenders. Students will

also learn about the rights of juveniles and the current debate about treating juveniles as

adults.Textbook: Chapter SixteenCommunity Resources: Guest Speakers-Boot Camp Officer, Juvenile Probation Officer

Activities: You Be The Judge—Determining Juvenile Status. Law in Action—Hearing

on a Curfew for Teens. Case Study—Gerald Gault. Research—Juvenile Crime Statistics.Writing: Compare/Contrast—Juvenile Law v. Adult Law. Role Play—Youth Courts.

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Case Study—The 15 year old Murderer.

IV. Careers in Law and Law Enforcement (1 week)

Summary: Students will select three occupations in the law/law enforcement field they

are interested in and conduct internet research exploring what the requirements are to getthose jobs and keep those jobs.

Community Resources: Activities: (This is a unit separate from the Street Law curriculum) Research—Using the

Internet. Writing—Career Exploration Report.


History-Social Science Standards

(12.1.6) Understand that the Bill of Rights limits the powers of the federal government

and state governments.

(12.2) Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them,

and how they are secured.

(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech,

press, assembly, petition, privacy).


(2.1) Analyze the structure and format of functional workplace documents,

including the graphics and headers, and explain how authors use the features

to achieve their purposes.(2.3) Generate relevant questions about readings on issues that can be researched.


twelve):(2.3) Verify and clarify facts presented in other types of expository texts by using a

variety of consumer, workplace, and public documents.


(2.3) Write expository compositions, including analytical essays and research

reports:

a.Marshal evidence in support of a thesis and related claims, includinginformation on all relevant perspectives.

b.Convey information and ideas from primary and secondary sources

accurately and coherently.(1.1) Demonstrate control of grammar, diction, and paragraph and sentence

structure and an understanding of English usage.

(1.2) Produce legible work that shows accurate spelling and correct punctuation and

capitalization.(1.3) Reflect appropriate manuscript requirements in writing.


(2.1) Analyze the structure and format of functional workplace documents,


to achieve their purposes.

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(2.3) Generate relevant questions about readings on issues that can be researched.

Specific applications of Reading Comprehension standards (grades eleven andtwelve):

(2.3) Verify and clarify facts presented in other types of expository texts by using a



(2.3) Write expository compositions, including analytical essays and research

reports:a.Marshal evidence in support of a thesis and related claims, including

information on all relevant perspectives.

b.Convey information and ideas from primary and secondary sourcesaccurately and coherently.

(1.1) Demonstrate control of grammar, diction, and paragraph and sentence

structure and an understanding of English usage.(1.2) Produce legible work that shows accurate spelling and correct punctuation and

capitalization.


Communication-Listening and Speaking (2.3) Apply appropriate interviewing techniques:

(2.5) Deliver persuasive arguments (including evaluation and analysis of problemsand solutions and causes and effects):

Technology



(5.1) Apply appropriate problem-solving strategies and critical thinking skills to

work-related issues and tasks.

(5.2) Understand the systematic problem-solving models that incorporate input, process, outcome, and feedback components.



(7.1) Understand the qualities and behaviors that constitute a positive and

professional work demeanor.

(7.2) Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

(7.3) Understand the need to adapt to varied roles and responsibilities.



(8.2) Understand the concept and application of ethical and legal behavior

consistent with workplace standards.(8.3) Understand the role of personal integrity and ethical behavior in the

workplace.


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citizenship in the school, community, and workplace settings.(9.3) Understand how to organize and structure work individually and in teams for

effective performance and the attainment of goals.

(9.4) Know multiple approaches to conflict resolution and their appropriateness for

a variety of situations in the workplace.(9.5) Understand how to interact with others in ways that demonstrate respect for

individual and cultural differences and for the attitudes and feelings of others.

(9.6) Understand how team diversity can be leveraged to maximize teameffectiveness.

PATHWAYSTANDARDS(B—Legal and Government Services Pathway; C-Protective Services Pathway)

B1.1 Know multiple ways of extracting ideas and materials from research and

library resources.

B1.2 Use logical constructs to integrate and organize information and anticipatecounterarguments.

B1.3 Use recognized patterns of discourse, rhetorical skills, images and figures of

speech, and knowledge of situations and audiences to prepare and deliver

compelling arguments regarding issues or proposals.B9.6 Understand the appropriate application of laws, rules, and standards and

recognize actions in violation of laws, rules, and standards.

C1.5 Analyze and evaluate ideas, proposals, and solutions to problems.

C2.2 Exercise people skills, including respect, adaptability, and interpersonal skills,to provide group leadership and promote collaboration.

C2.3 Use team-building skills to solve problems.

C4.2 Use electronic mail, electronic communications networks, and Internetservices to locate, retrieve, and distribute information.

C8.1 Understand how federal, state, and local laws and regulations affect protective

service operations.

CAHSEE STANDARDS—English/Language Arts

10RW1.1 Identify and use the literal and figurative meanings of words and

understand word derivations.




critiquing the relationships between generalizations and evidence, thecomprehensiveness of evidence, and the way in which the author’s intent



10WC1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases

(e.g., gerund, infinitive, and participial), and mechanics of punctuation

(e.g., semicolons, colons, ellipses, hyphens).

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10WC1.2 Understand sentence construction (e.g., parallel structure, subordination,

proper placement of modifiers) and proper English usage (e.g.,

consistency of verb tenses).

10WC1.3 Demonstrate an understanding of proper English usage and control of

grammar, paragraph and sentence structure, diction, and syntax.

10WA2.4 Write persuasive compositions.

a. Structure ideas and arguments in a sustained and logical fashion.

b. Use specific rhetorical devices to support assertions (e.g., appeal to

logic through reasoning; appeal to emotion or ethical belief; relate apersonal anecdote, case study, or analogy).

c. Clarify and defend positions with precise and relevant evidence,

including facts, expert opinions, quotations, and expressions of

commonly accepted beliefs and logical reasoning.

d. Address readers’ concerns, counterclaims, biases, and expectations.

Third Six Weeks


• Journal Writing


• Note-taking

• Role-Playing


• Jigsaw



I. Law and Terrorism (2 weeks)

Summary: Students learn how the government has restricted the rights of people duringwartime in an effort to protect America. Students will get an overview of new laws and

policies enacted as a result of the terrorist attacks on September 11, 2001. Students will

be challenged to decide for themselves how much liberty they are willing to give up tomaintain their security.

Textbook: Chapter SeventeenCommunity Resources: FBI Agent, Department of Homeland Security Official, SWATTeam Member

Activities: Graphic Organizer—Comparing Definitions of Terrorism. Research—What is

the Patriot Act? Timeline—Civil Liberties during Wartime. Case Study—The Sneak andPeek Search. Writing: Position Paper—Gitmo & Due Process. Debate—The United

States is justified in its actions to protect Americans from terrorism.

II. Introduction to Law Enforcement (4 weeks)

Summary: (This is a unit separate from the Street Law curriculum) Students will be

introduced to the profession of law enforcement. Students will learn the basicrequirements to become a peace officer and their job responsibilities. Students will be

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exposed to activities in which they will practice the skills required to be an effective

peace officer.Community Resources: Investigator, Peace Officer, Dispatcher; Field Trips-Police and

Sheriffs Department, “Ride Along” Activities: Writing—Law Enforcement Note-taking. Writing—Report Writing. Role- playing—Being a Cop.


Communication Standards-Reading (2.1) Analyze the structure and format of functional workplace documents,


to achieve their purposes.(2.3) Generate relevant questions about readings on issues that can be researched.


twelve):(2.3) Verify and clarify facts presented in other types of expository texts by using a



(2.3) Write expository compositions, including analytical essays and researchreports:

a.Marshal evidence in support of a thesis and related claims, includinginformation on all relevant perspectives.

b.Convey information and ideas from primary and secondary sources

accurately and coherently.(1.1) Demonstrate control of grammar, diction, and paragraph and sentence

structure and an understanding of English usage.

(1.2) Produce legible work that shows accurate spelling and correct punctuation andcapitalization.



(2.3) Apply appropriate interviewing techniques:

(2.5) Deliver persuasive arguments (including evaluation and analysis of problems


Career Planning and Management

(3.1) Know the personal qualifications, interests, aptitudes, knowledge, and skillsnecessary to succeed in careers.

(3.2) Understand the scope of career opportunities and know the requirements for

education, training, and licensure.

Technology(4.5) Use technologies to analyze and interpret information.



work-related issues and tasks.

(5.2) Understand the systematic problem-solving models that incorporate input,

12



process, outcome, and feedback components.



(7.1) Understand the qualities and behaviors that constitute a positive and professional work demeanor.

(7.2) Understand the importance of accountability and responsibility in fulfilling

personal, community, and workplace roles.

(7.3) Understand the need to adapt to varied roles and responsibilities.(7.4) Understand that individual actions can affect the larger community.


(8.2) Understand the concept and application of ethical and legal behavior

consistent with workplace standards.

(8.3) Understand the role of personal integrity and ethical behavior in theworkplace.



Leadership and Teamwork (9.1) Understand the characteristics and benefits of teamwork, leadership, and



(9.4) Know multiple approaches to conflict resolution and their appropriateness for a variety of situations in the workplace.

PATHWAYSTANDARDS

(B2.1) Understand sources of conflict among constituents, constituent groups, and

governing-body peers.

(B2.2) Understand the importance of respect for ethical principles to encouragemutual regard.

(B4.1) Understand specialized investigative techniques, devices, and equipment to

enhance investigation regarding compliance with laws and regulations.

(B4.2) Understand important ways in which information is collected, analyzed,organized, directed, and disseminated to realize specific objectives.

(B4.3) Understand laws, legal interpretations, rules, or standards that apply to given

situations in the specialty area of interest in legal and government services.(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and

know the basic parameters of U.S. and international military, maritime,

criminal, and civil law.

(C1.1) Understand the value of multiple approaches to problem solving.(C1.2) Develop and maintain a constant awareness of potential problems.

(C1.3) Process information effectively to make prompt and effective decisions.

(C1.4) Use conflict-resolution and anger-management procedures to take charge of problems.

(C1.5) Analyze and evaluate ideas, proposals, and solutions to problems.

(C1.6) Apply critical thinking skills to perform in emergency response situations.

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(C3.5) Know the techniques for restraining individuals without violating their

personal rights or jeopardizing safety.(C3.6) Ask appropriate questions to investigate accidents and related incidents and

document findings.

(C5.2) Use organizational knowledge to describe how protective services operationsinterface with and rely on the other components of the Public Services sector

and vice versa.

(C5.3) Know the response procedures to respond to emergency incidents of any

scale, small to catastrophic.(C5.4) Understand the relative advantages and disadvantages of proprietary and

contract security operations.

(C6.1) Understand the need for physical fitness and proper nutrition. C6.2 Know thedifferent physical agility assessments for protective services, and understand

the skills and techniques necessary for success in agility testing.

(C7.1) Know the basic techniques and methods of active listening to obtain andclarify information in oral communications.

(C7.2) Understand how to use clear, concise, and legible entries from experience and

observation to prepare and submit required reports.(C9.1) Understand the skills required to deal effectively with emergency situations.

(C9.2) Know the key elements of an action plan.(C9.3) Understand the management of crisis negotiations to promote the safety of

individuals and the public.

CAHSEE STANDARDS







comprehensiveness of evidence, and the way in which the author’s intentaffects the structure and tone of the text (e.g., in professional journals,










10WA2.3 Write expository compositions, including analytical essays and researchreports.

a. Marshal evidence in support of a thesis and related claims,

including information on all relevant perspectives.

b. Convey information and ideas from primary and secondary sources

accurately and coherently. c. Make distinctions between the relative

value and significance of specific data, facts, and ideas.

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SECOND SEMESTER

First Six Weeks


•

Journal Writing• Graphic Organizers

• Note-taking

• Role-Playing


• Jigsaw



I. Introduction to Constitutional Law (2 weeks)

Summary: Students are introduced to the study of constitutional law. Students learn howthe Constitution establishes the basic framework of government and the Bill of Rights

protects basic individual liberties in America. The First Amendment will be extensively

covered.Textbook: Chapter Thirty-Six

Community Resources: Judge, Law School Professor Activities: Community Survey—The Bill of Rights. Discussion—Basic Concepts of

Constitutional Law. Graphic Organizer—Comparing and Contrasting the Constitutionand UDHR, Speech—Current Issues in Constitutional Law.

II. Freedom of Speech (2 weeks)

Summary: Students will explore the importance of free speech in a democracy and theways that government can regulate the time, place, and manner of speech, but not the

content of protected speech.Textbook: Chapter Thirty-Seven

Community Resources: Lawyer, Community Activist Activities: Graphic Organizer—Types of Speech. Case Study—The St. Patrick’s Day

Parade. Written Report—Important Freedom of Speech Cases. Debate—Media RatingSystems. Case Study—The Public Official’s Lawsuit for Libel. Case Study—The

Offensive Speaker. Law in Action—International Forum on hate Speech. Case Study—

The Nazis in Skokie. Case Study—The Flag-Burning. Law in Action—Advising Your City Council.

III. Freedom of the Press (1 week)

Summary: Students learn about the freedom of the press. They learn that this freedom is

not absolute and it is often controversial and complicated, particularly in the areas of

denying the public and the press access to information and in requiring the press todisclose information.

Textbook: Chapter Thirty-eight

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Community Resources: Newspaper Editor, Journalist Activities: Primary Sources—Analyzing Quotations. Persuasive Essay—The 1st Amendment, the Media, and Censorship. Case Study—The Candidates’ Televised

Debate. Role Play—The Pentagon Papers. Graphic Organizer—The Freedom of

Information Act. Case Study—The Shield Law.

IV. Expression in Special Places (1 week)

Summary: Students learn the ways in which freedom of speech may be limited in special

places such as schools, military bases, and prisons. In these places, people may exercisetheir free speech as long as it does not interfere with the goals of the institution, which

may be uniquely concerned with discipline and order.Textbook: Chapter Thirty-nineCommunity Resources: School Administrator, Military Lawyer

Activities: Debate—Free Speech in Schools. Case Study—Student Armbands. Position

Paper—Censorship of the School Newspaper. Graphic Organizer—Free Speech inPrisons and the Military.


History-Social Science Standards

(12.1) Students explain the fundamental principles and moral values of Americandemocracy as expressed in the U.S. Constitution and other essential documents of

American democracy.

(12.1.3) Explain how the U.S. Constitution reflects a balance between the classicalrepublican concern with promotion of the public good and the classical liberal

concern with protecting individual rights; and discuss how the basic premises of

liberal constitutionalism and democracy are joined in the Declaration of

Independence as “self-evident truths.”(12.1.6) Understand that the Bill of Rights limits the powers of the federal government and

state governments

(12.2) Students evaluate and take and defend positions on the scope and limits of rights

and obligations as democratic citizens, the relationships among them, and howthey are secured.

(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under theBill of Rights and how each is secured (e.g., freedom of religion, speech, press,

assembly, petition, privacy).


(12.8.1) Discuss the meaning and importance of a free and responsible press.

(12.8.2) Describe the roles of broadcast, print, and electronic media, including the Internet,

as means of communication in American politics.

Communication-Listening and Speaking (2.3) Apply appropriate interviewing techniques:(2.5) Deliver persuasive arguments (including evaluation and analysis of problems



(3.1) Know the personal qualifications, interests, aptitudes, knowledge, and skills

16



necessary to succeed in careers.

(3.2) Understand the scope of career opportunities and know the requirements for education, training, and licensure.

Technology




work-related issues and tasks.(5.2) Understand the systematic problem-solving models that incorporate input,




(7.1) Understand the qualities and behaviors that constitute a positive and professionalwork demeanor.


personal, community, and workplace roles.(7.3) Understand the need to adapt to varied roles and responsibilities.




with workplace standards.

(8.3) Understand the role of personal integrity and ethical behavior in the workplace.(8.4) Know personal and ethical behaviors that demonstrate commitment to







variety of situations in the workplace.


(B1.1) Know multiple ways of extracting ideas and materials from research and library

resources.

(B1.2) Use logical constructs to integrate and organize information and anticipate

counterarguments.(B1.3) Use recognized patterns of discourse, rhetorical skills, images and figures of

speech, and knowledge of situations and audiences to prepare and deliver compelling arguments regarding issues or proposals.

(B1.4) Understand the characteristics of effective media presentations.


17




situations in the specialty area of interest in legal and government services.(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and know

the basic parameters of U.S. and international military, maritime, criminal, and

civil law.(B9.6) Understand the appropriate application of laws, rules, and standards and recognize

actions in violation of laws, rules, and standards.

(C1.1) Understand the value of multiple approaches to problem solving.

(C1.5) Analyze and evaluate ideas, proposals, and solutions to problems.(C2.1) Understand the qualities of effective leadership and how to exercise them in a

group and in meetings.

(C2.2) Exercise people skills, including respect, adaptability, and interpersonal skills, to provide group leadership and promote collaboration.

(C2.3) Use team-building skills to solve problems.

(C4.1) Know software applications skills to create and use spreadsheets, documents,databases, and presentations.

(C7.1) Know the basic techniques and methods of active listening to obtain and clarify

information in oral communications.(C7.2) Understand how to use clear, concise, and legible entries from experience and

observation to prepare and submit required reports.(C8.2) Understand the individual protection granted by the Constitution.

CAHSEE STANDARDS








affects the structure and tone of the text (e.g., in professional journals,editorials, political speeches, primary source material).










a. Structure ideas and arguments in a sustained and logical fashion.b. Use specific rhetorical devices to support assertions (e.g., appeal to

logic through reasoning; appeal to emotion or ethical belief; relate a

personal anecdote, case study, or analogy).




18




Second Six Weeks


• Journal Writing


• Note-taking

• Role-Playing• Directed Reading-Thinking Activity

• Jigsaw



I. Freedom of Religion (1 week)

Summary: Students learn how the establishment clause and the free exercise clause work together to ensure that government is neutral toward religion. Students will see that in

general the government cannot endorse or impose religious beliefs, nor can it interfere

when individuals practice their religion. Students will also learn about instances whengovernment can regulate religion.

Textbook: Chapter FortyCommunity Resources: Guest Speaker-Lawyer, Pastor or Priest Activities: Internet Activity—That Old Time Religion. Case Study—The Rabbi’sInvocation. Case Study—The Amish Children. Debate—Religion and Public Education.

II. Due Process (1 week)

Summary: Students will learn about the constitutional principles of due process or legal

fairness that is guaranteed by the Fifth and Fourteenth Amendments. Substantive due

process means that government cannot interfere with the fundamental liberties or rights

of people without proving it has a compelling interest for doing so. Procedural due process requires the government to use fair procedures when it deprives a person of life,

liberty, or property.Textbook: Chapter Forty-oneCommunity Resources: Guest Speaker-Lawyer, Judge Activities: Timeline—Due process throughout US History. Case Study—The Right to

Die. Case Study—The Deportment of Permanent Residents.

III. The Right to Privacy (2 weeks)

Summary: Students will learn that the right to privacy is not specifically mentioned in theConstitution. Many judges and legal scholars believe that the right to privacy is implied,

and that the government should be limited in its ability to invade people’s privacy, particularly in their homes, in their decisions about contraception and abortion, and intheir personal records. Others argue that since privacy is not part of the Constitution, it

should not be recognized by the courts. Students will be challenged to weigh the

evidence and arguments regarding privacy.Textbook: Chapter Forty-twoCommunity Resources: Guest Speaker-Lawyer, Judge

19



Activities: Graphic Organizer—Threats to privacy. Debate—Privacy at Home. Case

Study—Peer Grading. Case Study—The Candidate’s Indiscretion. Debate—Abortion

and Privacy Rights. Essay—Privacy and The Patriot Act.

IV. Discrimination Law (2 weeks)

Summary: Students will learn about government’s attempts to limit discrimination. They

will be exposed to the context and issues affecting the public’s and government’s views

on discrimination. Students will understand how the courts determine the difference between legal and illegal discrimination, particularly in the areas of discrimination based

on race, national origin and citizenship, gender, sexual orientation, age, and disability.Textbook: Chapter Forty-threeCommunity Resources: Guest Speaker-Civil Rights Advocate/Lawyer, Judge

Activities: Graphic Organizer—Discrimination Laws. Speeches—Discrimination Issues

Today. Case Study—Affirmative Action in Higher Education. Graphic Organizer— Employment Laws. Position Paper—Collective Rights. Case Study—Educating the

Children of Undocumented Workers. Graphic Organizer—Title IX. Case Study—

Lawrence v. Texas. Debate—Discrimination and Disabilities. Case Study—TheUnwanted Tenant.


History-Social Science Standards(12.1.6) Understand that the Bill of Rights limits the powers of the federal government and

state governments(12.2) Students evaluate, take and defend positions on the scope and limits of rights and

obligations as democratic citizens, the relationships among them, and how they

are secured.(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under the

Bill of Rights and how each is secured (e.g., freedom of religion, speech, press,

assembly, petition, privacy).

(12.2.5) Describe the reciprocity between rights and obligations; that is, why enjoyment of one’s rights entails respect for the rights of others.

(12.2.6) Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).

(12.3.3) Discuss the historical role of religion and religious diversity.

(12.5) Students summarize landmark U.S. Supreme Court interpretations of the

Constitution and its amendments.(12.5.1) Understand the changing interpretations of the Bill of Rights over time, including

interpretations of the basic freedoms (religion, speech, press, petition, and

assembly) articulated in the First Amendment and the due process and equal- protection-of-the-law clauses of the Fourteenth Amendment.

(12.5.4) Explain the controversies that have resulted over changing interpretations of civil

rights, including those in Plessy v. Ferguson, Brown v. Board of Education,Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand

Constructors,

Inc. v. Pena, and United States v. Virginia (VMI).


20



(2.3) Apply appropriate interviewing techniques

(2.5) Deliver persuasive arguments (including evaluation and analysis of problemsand solutions and causes and effects)




(3.3) Understand the scope of career opportunities and know the requirements for

education, training, and licensure.Technology







Responsibility and Flexibility(7.1) Understand the qualities and behaviors that constitute a positive and professional

work demeanor.(7.2) Understand the importance of accountability and responsibility in fulfilling

personal, community, and workplace roles.

(7.3) Understand the need to adapt to varied roles and responsibilities.(7.4) Understand that individual actions can affect the larger community.



with workplace standards.

(8.3) Understand the role of personal integrity and ethical behavior in the workplace.(8.4) Know personal and ethical behaviors that demonstrate commitment to









(B1.1) Know multiple ways of extracting ideas and materials from research and library

resources.

(B1.2) Use logical constructs to integrate and organize information and anticipatecounterarguments.

21



(B1.3) Use recognized patterns of discourse, rhetorical skills, images and figures of





situations in the specialty area of interest in legal and government services.

(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and knowthe basic parameters of U.S. and international military, maritime, criminal, and

civil law.

(B9.6) Understand the appropriate application of laws, rules, and standards and recognizeactions in violation of laws, rules, and standards.


(C1.5) Analyze and evaluate ideas, proposals, and solutions to problems.(C2.1) Understand the qualities of effective leadership and how to exercise them in a

group and in meetings.

(C2.2) Exercise people skills, including respect, adaptability, and interpersonal skills, to provide group leadership and promote collaboration.

(C2.3) Use team-building skills to solve problems.(C4.1) Know software applications skills to create and use spreadsheets, documents,

databases, and presentations.(C7.1) Know the basic techniques and methods of active listening to obtain and clarify

information in oral communications.

(C7.2) Understand how to use clear, concise, and legible entries from experience andobservation to prepare and submit required reports.

(C8.2) Understand the individual protection granted by the Constitution.

CAHSEE STANDARDS


understand word derivations.10RC2.5 Extend ideas presented in primary or secondary sources through original










10WC1.2 Understand sentence construction (e.g., parallel structure, subordination,proper placement of modifiers) and proper English usage (e.g.,






22





personal anecdote, case study, or analogy).





Third Six Weeks


• Journal Writing


• Note-taking

• Role-Playing


• Jigsaw



I. Rights and Responsibilities in the Workplace (1 week)

Summary: Students will learn practical information about law in the workplace, including

how federal and state laws protect the rights of workers and of people seeking jobs, aswell as the rights of employers. Students will consider issues of workplace privacy, the

role of unions, drug-testing policies, and regulations that set standards for working

conditions.Textbook: Chapter Forty-four

Community Resources: Guest Speakers-Union Representative, Business Owner Activities: Graphic Organizer—Laws and Employment. Case Study—The Collapsed

Building. Debate—Employee’s Right to privacy. Case Study—The Shoe Store Firing.

II. Crime Scene Investigation (4 weeks)

Summary: (This is a unit separate from the Street Law curriculum) This unit will buildupon the Introduction to Law Enforcement unit by focusing on how the various

stakeholders in a crime scene situation go about doing their jobs. Students will be

exposed to the basics of crime scene investigation, crime scene mapping, evidencecollection and analysis, and report writing. This unit will culminate in a mock crime

scene investigation (Unit III below.)Textbook: Handouts & Other ResourcesCommunity Resources: Guest Speaker-Police Investigator

Activities: Activities will change each year as a new scenario is developed by the cross-curricular team.

III. Culminating Activity: Crime Scene (1 week)

Summary: The instructors of all AOJ courses will develop a cross-curricular activity

based on a mock crime scene. Students will work in teams to practice the skills they havelearned regarding crime scene investigation, including but not limited to the gathering of

23



evidence, taking witness statements, writing reports, and conducting a mock trial.


History-Social Science Standards(12.2.2) Explain how economic rights are secured and their importance to the individual

and to society (e.g., the right to acquire, use, transfer, and dispose of property;

right to choose one’s work; right to join or not join labor unions; copyright and patent).



(2.3) Apply appropriate interviewing techniques:(2.5) Deliver persuasive arguments (including evaluation and analysis of problems





(3.4) Understand the scope of career opportunities and know the requirements for education, training, and licensure.

Technology








(7.1) Understand the qualities and behaviors that constitute a positive and professionalwork demeanor.


personal, community, and workplace roles.(7.3) Understand the need to adapt to varied roles and responsibilities.




with workplace standards.(8.3) Understand the role of personal integrity and ethical behavior in the workplace.(8.4) Know personal and ethical behaviors that demonstrate commitment to




24








(B1.1) Know multiple ways of extracting ideas and materials from research and libraryresources.

(B1.2) Use logical constructs to integrate and organize information and anticipatecounterarguments.

(B1.3) Use recognized patterns of discourse, rhetorical skills, images and figures of



(B4.2) Understand important ways in which information is collected, analyzed,

organized, directed, and disseminated to realize specific objectives.(B4.3) Understand laws, legal interpretations, rules, or standards that apply to given

situations in the specialty area of interest in legal and government services.(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and know

the basic parameters of U.S. and international military, maritime, criminal, and

civil law.

(B9.6) Understand the appropriate application of laws, rules, and standards and recognizeactions in violation of laws, rules, and standards.


(C1.5) Analyze and evaluate ideas, proposals, and solutions to problems.

(C2.1) Understand the qualities of effective leadership and how to exercise them in agroup and in meetings.

(C2.2) Exercise people skills, including respect, adaptability, and interpersonal skills, to

provide group leadership and promote collaboration.(C2.3) Use team-building skills to solve problems.

(C4.1) Know software applications skills to create and use spreadsheets, documents,

databases, and presentations.(C5.3) Know the response procedures to respond to emergency incidents of any scale,

small to catastrophic.

(C7.1) Know the basic techniques and methods of active listening to obtain and clarifyinformation in oral communications.

(C7.2) Understand how to use clear, concise, and legible entries from experience and

observation to prepare and submit required reports.

(C8.2) Understand the individual protection granted by the Constitution.

(C9.1) Understand the skills required to deal effectively with emergency situations.(C9.3) Understand the management of crisis negotiations to promote the safety of

individuals and the public.

CAHSEE STANDARDS



25











(e.g., gerund, infinitive, and participial), and mechanics of punctuation(e.g., semicolons, colons, ellipses, hyphens).










personal anecdote, case study, or analogy).c. Clarify and defend positions with precise and relevant evidence,




V. STUDENT ASSESSMENT

• Formal: Tests and Quizzes, Comprehensive Semester Final

• Observations: Both Peer and Teacher

• Culminating Projects & Simulations

• Essay and Journal Writing

VI. INSTRUCTIONAL TECHNOLOGIES AND MATERIALS / SOFTWARE

The designated textbooks, materials, and technologies meet the state standards

for this content area.

A. Primary text: Arbetman, Lee P. & Edward L. O’Brien. Street Law: A Course in Practical

Law. New York: Glencoe. 2005.

B. Literature/Outside reading: Selections of short stories with a law/law enforcement theme.

C. Videos from video library: Busted, Gideon’s Trumpet, Inside the Jury Room, Juvenile

Justice, Law and Order, Order in the Court, The Right to a Fair Trial, The Supreme Court Today, Twelve Angry Men

D. Teacher/student resources: Street Law Teacher Resource Box, Youth and Police-Workbook,Crime Scene Investigation-Simulation, Youth and Police-Lessons

E. Internet web sites

26



• Subject Matter Resources: Kings County Office of Education

http://www.kings.k12.ca.us/kcoe/curric

• TeachNet (Teacher-designed projects and activities by subject)

http://www.teachnet.org/docs.cfm

• American Bar Association (http://www.abanet.org/publiced/k12_programs.html)

• CRF (http://www.crf-usa.org/materials-catalog/catalog.html#codes)

• Street Law site: (www.streetlaw.org)

VII. TEACHING ACTIVITIES AND METHODS TO FACILITATE THE INSTRUCTION

OF ADMINISTRATION OF JUSTICE I CONTENT STANDARDS FOR ALL

LEARNING STYLES

Student activities suggested below are derived from Gardner’s Seven Levels of Intelligence

(learning styles).

LINGUISTIC LEARNER

creative writing

oral reportsessays

dramatic readings/performances

debates and speeches

storytelling

LOGICAL/MATHEMATICAL

LEARNER

graphic organizers

timeline prediction exercisescoded messages

models

computer project

science experiments

SPATIAL LEARNER

drawings and paintings

comic strips

maps and flow charts

dioramas, displays, and murals

collages

photography activities

MUSICAL LEARNER

interpretive dances

musical plays and compositions

rap songs, jingles, and melodies

playing musical instruments

BODILY-KINESTHETIC LEARNER

demonstration speeches

experiments

impersonations, role playing

using gestures, facial expressions, and

pantomime

INTERPERSONAL LEARNER

discussions

cooperative and collaborative projects

peer coachingconducting interviews

simulation activities

INTRAPERSONAL LEARNER

response journals/learning logs

observations

photo essays

autobiographical stories

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http://www.abanet.org/publiced/k12_programs.html

http://www.crf-usa.org/materials-catalog/catalog.html#codes


http://www.abanet.org/publiced/k12_programs.html

http://www.crf-usa.org/materials-catalog/catalog.html#codes

admin of justice cguide-cte

Documents