Criminal Justice• Date: 10/5/15• Objective: Students will begin to understand the different levels of

policing and will begin to analyze the Federal law enforcement system• Language Objective: Students will read conduct research and type

and write a report/response and will create a presentation to present to class.

• Agenda: Students will continue research and will type up their report on their federal law enforcement agency- Will print Mr. Harrington a copy to hand in

• Students will continue to create and prepare their presentation for class on the block

• Homework: Complete state and local law enforcement worksheet and read pgs. 175-185. -Have the federal law enforcement worksheet complete to go over on Tuesday

Presentation Order- 1st hour1. Ben

2. Calvin and Austin

3. Andrea and Lexi

4. BJ and David

5. Kortney and Justine

6. Sara and Allie

7. Kayla and Cassidy

8. Jessed and Josh

9. Michael and Kelly

10. Skylor

11. Tim and Juan

12. Brittany and Megan

13. Jasmine and Bradley

14. Maddie and Jordan

15. Joe and Kameron

16. Brandon and Danielle

17. Edwin

18. Carlie

• Date: 10/2/15• Objective: Students will begin to understand the different levels of policing and

will begin to analyze the Federal law enforcement system• Language Objective: Students will read over their quiz questions and answers • Agenda: Students will discuss their rubric for presentations and research paper• Students will get two reading 1 concerning the FBI and one concerning body

cameras to read in class today- provide written response• Students will then receive the State and Local worksheet to continue to work on

today and for homework• Homework: Complete state and local law enforcement worksheet and read pgs.

175-185

Should Police Wear Body Cameras?

• Read the article and list all the positive reasons for police officers wearing cameras and all the negative reasons for police officers wearing the cameras.

• The write a informative response that needs to be no less than 2 paragraphs in length expressing both the positives and the negative on the topic.

• Provide a quote for both a positive and a negative point from the article to support your argument.

• Either have an introduction paragraph and 1 body paragraph or have a paragraph on the positives and one paragraph on the negatives

• Date: 10/1/15• Objective: Students will begin to understand the different levels of

policing and will begin to analyze the Federal law enforcement system• Language Objective: Students will read over their quiz questions and

answers • Agenda: Students will draw for order and select their federal agency in

which they will conduct research• Students will go to the computer lab and begin research • Homework: Complete federal law enforcement worksheet and read

pgs. 170-175

Google searches

• Federal law enforcement agencies• http://

www.golawenforcement.com/FederalLawEnforcementAgenciesHighSpeedConnection.htm

• Date: 9/29/15• Objective: Students will begin to understand the different levels of policing and

will begin to analyze the Federal law enforcement system• Language Objective: Students will read over their quiz questions and answers • Agenda: Students will cover their Criminal Defense Quiz• Students will be introduced to their research paper and presentation

assignment- Get you partner we will draw for order and selection tomorrow• Students will work on their federal law enforcement worksheet for the

remainder of time pg. 170-175 Criminal Justice Today• Homework: Complete federal law enforcement worksheet and read pgs. 170-

175

• Date: 9/28/15• Objective: Students will debate the role of police officers in society• Language Objective: Students will review their article worksheet and discuss with

others their questions and response and then verbally debate. Students will write responses to questions after the debate.

• Agenda: Students will discuss the debate procedure and have 5 minutes to look over information and discuss with other students their questions, statements and arguments

• Students will then debate the topic issue• Students will complete then answer a few questions before handing in their article

worksheet• Homework:

Debate Topic

• Do the police need to work to support citizens individual rights and become more service oriented to protect citizens individual rights or do officers need to become more militant to protect public order and society at large?

• Students must participate in the debate to get points – based on 4 point scale- talk once for a 1, twice for a 2, three time for a three, four times for a 4 -with valid argument/statement or question. Presentation and communication grade

• One side ask a question to the other side- Mr. Harrington will decide who goes first. Then once question is asked- students need to raise their hand to speak- once done the other side may retort- this will continue until Mr. Harrington feels the point has been made

• Then the next questions will be asked from the opposite side

Debate Review and Questions

1. Describe if you like the debate and what if anything can be improved in the future.

2. In your opinion what is at least one way there can be a compromise between the protection of individual rights and the public as a whole in terms of the role of police officers.

3. Is there anyway the police can improve its image and relationship with the public in the current day?

4. What is your largest concern for the future when comes to law enforcement in the U.S.?

• Date: 9/25/15• Objective: Students will demonstrate their knowledge of criminal defense

and will become introduced to Police and society• Language Objective: Students will read questions, write answers, students

will then read information answer questions and discuss • Agenda: Students will discuss the Police historical worksheet • Students will get 3 current event articles to read and will complete questions• Students will complete the final sheet to prepare for the debate next Monday• Homework: Read Ch. 5 – Complete last page of the worksheets to prepare

for the debate Monday

• Date: 9/24/15• Objective: Students will demonstrate their knowledge of criminal

defense and will become introduced to Police and society• Language Objective: Students will read questions, write answers,

students will then read information answer questions and discuss • Agenda: Students will take their criminal defense quiz• Students will get a textbook and read pgs. 163-169 of Criminal Justice

Today- and define and answer questions• Students will then maybe watch some video clips• Homework: Read Ch. 5 163-169 and complete worksheet by Friday

• http://photographyisnotacrime.com/category/the-cops/good-cops/

• Date: 9/22/15• Objective: Students will evaluate different forms of criminal defense while

reading and discussing specific cases • Language Objective: Students will read an articles, review vocabulary, read

and discuss specific cases and answer questions.• Agenda: Students will read about cases with their group and complete their

case information sheet focusing on criminal defense- • Students will discuss the different cases as a class at the end• Student may work to complete their vocabulary and study for quiz

tomorrow/block• Homework: Complete Criminal defense vocabulary and prepare for quiz

• Date: 9/21/15• Objective: Students will evaluate different forms of criminal • Language Objective: Students will read an articles, review vocabulary, read and discuss

specific cases and answer questions.• Agenda: Students will discuss specific Justifications, Excuses or Procedural defenses that

they didn’t understand or need clarification.• Students will read about James Holmes and will locate his defense, and what he was

charged with in the end-discuss• Students will get a handout-describing certain cases where they will read and discuss within

their groups• Student will hand in their current event homework• Homework: Read Criminal Justice Today Chapter 4 while completing criminal defense vocab.

Additional Vocab

• Reasonable Force: a degree of force that is appropriate in a give situation and is not excessive. Also, the minimum degree of force necessary to protect oneself, one’s property, and third party, or the property of another in the face of a substantial threat.

• Provocation: a defense to certain crimes in order to lessen the severity of the penalty normally imposed. For example, provocation that would cause by a reasonable person to act in a heat of passion—a state of mind where one acts without reflection—may result in a reduction of a charge of murder to a charge of voluntary Manslaughter

James Holmes Article Questions

• What was Mr. Holmes defense and how did the defense attorney portray him.

• How did the prosecutor describe Mr. Holmes?• What did the judge say about Mr. Holmes?• What did the jury decide and what was he charged?• What do you think Mr. Holmes should be charged and what should his

sentence or punishment should be?

• Date: 9/18/15• Objective: Students will evaluate understand what an alibi is and the various forms of

criminal defense.• Language Objective: Students will read a passage and will write answer to questions

and will read from the textbook and write response on their worksheet.• Agenda: Students will get a book and define Defense, Alibi, Justification, Self Defense

and Excuse on their vocabulary sheet• Students will read 2 articles concerning the Colorado Make My Day Law- Where

students will discuss Alibi, Justification, and Excuse• Students will then take the rest of time to complete their Criminal Defense vocabulary• Homework: Read Criminal Justice Today Chapter 4 while completing vocab. Locate a

court case focused Justification, Excuses or Procedural defense

Criminal Justice Homework

• Search and find an article concerning a Criminal Defense that focuses on Justification, Excuse or Procedural Defense

• On a separate piece of paper1. write the name of the case or the name the person(s) involved2.Write down as much information concerning the charges, did the defendant have an alibi, what specific sort of defense was used by the attorney or in the case, what was the outcome of the trial.3. Then write and discuss if you agree with the outcome –Explain why or why not with a short response.

• Date: 9/17/15• Objective: Students will evaluate laws and continue to develop their criminal justice

vocabulary.• Language Objective: Students will read a passage and will write answer to questions

and will read from the textbook and write response on their worksheet.• Agenda: Students will receive back their assessments and go over their tests• Students will discuss their Ch. 4 worksheet as a class• Student will then go through the Colorado Criminal Code and find 2 laws that they think

are good and 1 law that is bad – cite and describe• If time allows begin working on criminal defense worksheet• Homework: Read Criminal Justice Today Chapter 4 with the sections that the

worksheets focus.

Pocket Guide to Colorado Criminal Code Assignment• Student will then go through the Colorado Criminal Code and find 2

laws that they think are Good and 1 that they feel is bad.• Students will cite the laws with a summary, then with a short answer

response explain why it is a good or bad law.• Example: 18-7-206- Pimping – Any person who knowingly lives on or

maintained in whole or in part by money…earns and receives through pimping- 3 degree felony-

• This is a good law because it protects our society and our children from the corruption of vice. Prostitution in many ways is supported by organized criminals who are involved in human trafficking where children are kidnapped and sold into the sex trade. Pimps are the ones that control and collect money from prostitutes.

News- Obama

• https://www.youtube.com/watch?v=bqQvMimYk5A

• https://www.youtube.com/watch?v=rLw_5ijIBYg

• Date: 9/15/15• Objective: Students will their demonstrate their reading comprehension skills

and then continue to further define laws and criminal offenses. • Language Objective: Students will read a passage and will write answer to

questions and will read from the textbook and write response on their worksheet.

• Agenda: Students will complete their source analysis assessment• Students will then get a textbook and complete the Criminal law worksheet for

the rest of time and for homework Ch. 4 Pg. 120-150• Homework: Read Criminal Justice Today Chapter 4 –(Online scanned copy) –

read the specific sections that the Criminal law worksheet focuses

• Date: 9/15/15• Objective: Students will their demonstrate their reading comprehension skills

and then continue to further define laws and criminal offenses. • Language Objective: Students will read a passage and will write answer to

questions and will read from the textbook and write response on their worksheet.

• Agenda: Students will complete their source analysis assessment• Students will then get a textbook and complete the Criminal law worksheet for

the rest of time and for homework Ch. 4 Pg. 120-150• Homework: Read Criminal Justice Today Chapter 4 –(Online scanned copy) –

read the specific sections that the Criminal law worksheet focuses

• Date: 9/14/15• Objective: Students will demonstrate their knowledge of crime, criminal

procedure and landmark cases.• Language Objective: Students will read questions and passages and write

correct bubbles on scan-trons, multiple choice options and will write short answer responses to questions.

• Agenda: Students will complete their Unit I assessment Content and communication will be assessed-Students will need their own paper for the short answer response• Homework: Prepare for the Source analysis portion of the assessment

tomorrow – first part of class

• Date: 9/11/15• Objective: Students will understand how to read a Supreme Court Opinion and understand the

power of Judicial Review• Language Objective: Students will discuss landmark cases, read current event, view video and write

answer to questions.• Agenda: Students will read a hand-out concerning judicial review and the power of the Supreme

Court• Students will read a hand-out concerning how to read an Supreme Court opinion• Students will have Obergefell v. Hodges, Director, Ohio Department of Health supreme court

decision to reference and read • Students will have time to look over the study guide and review any items to prepare for the

assessment• Homework: Study for test Monday- 52 multiple choice, matching, true/false and 3 short answer

questions- Tuesday source analysis assessment

• Date: 9/10/15• Objective: Students will begin to understand the elements and participants in the court room and

landmark cases that shape precendent(s) and defendant rights in the courtroom and police procedures.

• Language Objective: Students will discuss landmark cases, read current event, view video and write answer to questions.

• Agenda: Students will discuss the landmark cases and worksheet- then will apply cases to specific situations

• Students will then read a current event – and watch video on Stop and frisk• Students will read pages 102-103 in CJ in America and discuss the case that pertain to the 5 th

Amendment• Students will watch Gideon V. Wainwright video and receive their study guide• Homework: Read all of Chapter 9- Look over vocab and landmark cases sheet in connection to

chapter 7 Study for test Monday

• http://learning.blogs.nytimes.com/2013/04/10/justice-for-all-teaching-about-crime-and-punishment-in-america/?_r=0

Criminal Justice• Date: 9/9/15• Objective: Students will begin to understand the elements and

participants in the court room and landmark cases that shape precendent(s) and defendant rights in the courtroom and police procedures.

• Language Objective: Students will discuss vocab notes, read information, and answer questions.

• Agenda: Students will discuss chapter 9 vocabulary pgs. 131-147• Students will use Criminal Justice Today to read about landmark cases,

write descriptions and complete procedure questions.• Then students will analyze specific situations concerning seizure of

evidence while citing the court case they used• Homework: Read all of Chapter 9

• Date: 9/4/15• Objective: Students will develop an understanding of the Process of Criminal

Justice and describe white collar crime• Language Objective: Students will read information, write answer to the

questions, create images and explain the crime they have selected to identify.• Agenda: Students will cover quiz• Students will complete chapter 9 vocabulary pgs. 131-147• Students will use pgs. 94-99 to locate the two landmark case (last questions

of the packet)• Homework: Read all of Chapter 9

Definitions

1. The aspects of social justice that concern violations of the criminal law

• Includes the: Criminal (penal) law Law of criminal procedure Procedures and activities dealing • with criminal law enforcement

2. Adjudication: The process by which a court arrives at a decision regarding a case. The resultant decision.Landmark cases: court case that is studied because it has historical and legal significance. The most significant cases are those that have had a lasting effect on the application of a certain law, often concerning your individual rights and liberties.

• Date: 9/3/15• Objective: Students will develop an understanding of the Process of Criminal

Justice and describe white collar crime• Language Objective: Students will read information, write answer to the

questions, create images and explain the crime they have selected to identify.• Agenda: Students will finish their notes • Students will read about the state v. federal court system and take notes to

assist them with the group activity• Students will be placed into 7 groups and will have a specific court that their

group activity• Homework: Read all of Chapter 9

CLAIM YOUR JURISDICTION • Mr. Harrington will describe a number of cases. Each group will

discuss and decide whether their court has jurisdiction to hear that case.

• After one minute, ask the groups to hold up their signs either claiming or not claiming jurisdiction of the case. Teams get three points for correctly claiming jurisdiction, one point for correctly not claiming jurisdiction, and a minus three points for incorrectly claiming or not claiming jurisdiction.

• Date: 9/1/15• Objective: Students will develop an understanding of the Process of Criminal

Justice and describe white collar crime• Language Objective: Students will read information, write answer to the

questions, create images and explain the crime they have selected to identify.• Agenda: Students will complete their vocab quiz /short answer• Students complete a one-pager concerning topics discussed on pg. 63-71

Criminal Justice Today• Start power point lecture on courts if time allows (10 minutes left of class)• Homework: Read Ch. 9 pgs. 143-147 -The Criminal Case Process

• Date: 8/31/15• Objective: Students will develop an understanding of the Process of Criminal

Justice and describe white collar crime• Language Objective: Students will read information, write answer to the

questions and discuss the completed worksheet.• Agenda: Students will finish the worksheet using Criminal Justice Today

textbook pg. 16-20 cover with Power point• Students will read and work to complete a one-pager concerning topics

discussed on pg. 63-71 Criminal Justice Today• Homework: Read Ch. 9 pgs. 131-138 and study for Vocab quiz to begin class

tomorrow

Grand jury video

https://www.youtube.com/watch?v=af-3TBsBmwk

• Date: 8/28/15• Objective: Students will develop an understanding of the Process of Criminal

Justice• Language Objective: Students will read information, write answer to the

questions and discuss the completed worksheet.• Agenda: Students will begin to Understand the Criminal Justice processes by

completing a worksheet using Criminal Justice Today textbook pg. 16-20• As a group we will cover the worksheet with a power point review of each

topic heading• Homework: Read Ch. 1 Criminal Justice in America Pg. 17-25 • Read Ch. 9 pgs. 131-138

• Date: 8/26/15• Objective: Students will be able to identify elements of crime pertaining to specific situations

involving theft and murder and develop an understanding of the Process of Criminal Justice• Language Objective: Students will discuss their homework, read information from worksheets, view a

TED talk and write response to questions.• Agenda: Students will discuss and cover the Thievesville worksheet –grade and hand in work• Students will review vocab terms with a Murder Power point • Students will divided into 4 groups and will analyze a murder sentence as a group and discuss all

options • Student will then watch a video on Cyber crime- Read an article and provide a written response to a

prompt• Students will begin to Understand the Criminal Justice processes by completing a worksheet using

Criminal Justice Today textbook pg. 16-20- finish Friday• Homework: Read Ch. 1 Criminal Justice in America Pg. 17-25

Cyber Crime Written Response After watching the TED talk video and reading the InfoWorld article by Roger A. Grimes respond to the following questions with a 1 page written response.Describe at least 2 Cyber crimes that U.S. citizens needs to begin to protect against. Once you have described a few cyber crimes, you must describe what the appropriate punishments should be for the different crimes you described, should be a felony v. misdemeanors.What should nations do to have a working relationship to deal with this crime? Should this be an international crime and if so what are the consequences?Last, what actions do Americans need to truly take to protect themselves from these crimes?

Criminal Justice• Date: 8/25/15• Objective: Complete analysis of crimes with the 4 elements where students

will evaluate a variety of crimes• Language Objective: Students will discuss their homework, read from the

textbook and write response to questions.• Agenda: Students will finish discussing the Felony v. Misdemeanor and the 5

cases• Students will then read and complete their vocabulary worksheet while

focusing on murder and theft• Students will then complete the Thievesville worksheet • Homework: Read Ch. 1 Criminal Justice in America Pg. 17-25 and finish

worksheet if not complete• Go to cjtoday.com – click on the gold book on the left, click on the 1 at the top

heading bar, and take the unit I pre-quiz on the left and send results to Mr. Harrington – har010789@adams12.org

https://www.ted.com/talks/james_lyne_everyday_cybercrime_and_what_you_can_do_about_it?language=en

Criminal JusticeDate: 8/24/15Objective: Introduction to Crime and the 4 elements of a crimeLanguage Objective: Students will read from text book take notes, discuss with group and write responses.Agenda: Students will get an seating chart-then a textbook• Students will read pgs. 10-13 and complete their worksheet• Students will complete their worksheet• Students will also receive a vocabulary worksheet to begin working to

completeHomework: Read Ch. 1 Criminal Justice in America Pg. 1-17 and finish worksheet if not completeGo to cjtoday.com – click on the gold book on the left, click on the 1 at the top heading bar, and take the unit I pre-quiz on the left and send results to Mr. Harrington – har010789@adams12.org

Criminal JusticeDate: 8/21/15Objective: Introduction to Crime and Justice and the purpose of Criminal Justice.Language Objective: Students will write notes, discuss topics, and will read articles to discuss as a group.Agenda: Students will review Justice and finish a few notes on the topic• Students will read pgs. 10-13 and complete their graphic organizer• Students will complete two readingsHomework: Go to Mr. Harrington’s web-page and show parents/guardian U.S. History syllabus• Go to cjtoday.com – click on the gold book on the left, click on the 1

at the top heading bar, and take the unit I pre-quiz on the left and send results to Mr. Harrington – har010789@adams12.org

Criminal Justice

• Objective: Introduction to Crime and Justice and the purpose of Criminal Justice.• Language Objective: Students will write notes, discuss topics, and will read articles to

discuss as a group.• Agenda: Students will take notes discussing the history of Criminal Justice in the U.S. • Students will define Justice individually and in groups –discuss as a class• Students will complete two readings• Homework: Go to Mr. Harrington’s web-page and show parents/guardian U.S. History

syllabus• Go to cjtoday.com – click on the gold book on the left, click on the 1 at the top

heading bar, and take the unit I pre-quiz on the left and send results to Mr. Harrington – har010789@adams12.org

Criminal Justice Date 8/20/2015Objective: Introduction to Criminal JusticeLook over syllabus, Expectations, and Procedures. Look at Mr. Harrington’s web-page and P:driveComplete Student information sheet Homework: Go to Mr. Harrington’s web-page and show parents/guardian U.S. History syllabusTell parents/guardians about back to school night tonight. They can come and meet your teachers to answer any question or voice any concerns. Expected Daily Materials!!!!! Bring Planner 3 ring binder with dividersLoose leaf paper, and pencil/ blue or black pen to class- No red or pink please!

Gangs of New York

• https://www.youtube.com/watch?v=ADmX9eMEV9U

• https://www.youtube.com/watch?v=SfVzXIvmHC8