CAPITAL HIGH SCHOOL
BUSINESS EDUCATION
STREET LAW
CIP Code: 520703
Course Title: Street Law
Course Description: The purpose of this course is to explore topics of law that are particularly relevant to the lives of
students. Street Law provides a basic foundation in law by introducing students to the basics of the legal system, ethics,
criminal law and juvenile justice, torts, consumer and housing law, family law, and individual rights and liberties.
Purpose of Course: A general course that focuses on law and new issues from the perspective of the social sciences
and humanities. Includes instruction in the theory and practice of the legal system, including the statutory, administrative,
and judicial components of civil and criminal law. To provide basic law knowledge, skills, and attitude as a foundation and
beginning course in a sequence of courses designed to train students for careers in business.
Graduation Requirement: Elective course; fulfills .5 occupational education credits
Prerequisite:
None
Course Level: 9th to 12th grade
Class Fees: None
Course Length: 90 hours (1 semester)
SYLLABUS
Street Law is a 90-hour exploratory course addressing statutes and regulations affecting businesses, families, and
individuals in their related roles. Street Law is designed to use real world mock trials (simulations of real-life court room
drama) or moot courts ( to engage students in topics that are particularly relevant to the lives of students. Mock trials and
moot courts help students gain a basic understanding of the legal mechanism through which society resolves many of its
disputes. While learning the details of the trial and appellate process and the substantive content of the case, students
also develop a number of skills: critical analysis of problems, strategic thinking, questioning skills, listening skills, skills in
oral presentation and extemporaneous argument, and skills in preparing and organizing material.
This course introduces students to basic knowledge of the legal system. It is a foundational course for students in the
Business and Marketing Pathway and prepares students for any of the five career clusters (identified by the U.S.
Department of Education States Career Clusters) in the Business and Marketing Pathway. Specific learning standards are
outlined in the framework. All of these tools will continue to be used throughout the high school exploratory and
preparatory sequence.
COURSE OVERVIEW
The outline below gives an overview of the components of the Street Law course. This framework includes the
performance task/assessment, standards and competencies, and connection to Washington State Education Reform
Initiatives including EALRs and Goals 1-4. The standards for this framework are taken from the National Business
Education Standards released in October 2001 (www.nbea.org).
COURSE OUTLINE
Integrated
Standards
2 weeks
4 weeks
Introduction to Law and the Legal
System
Criminal Law and Juvenile Justice
2 weeks
Torts
3 weeks
Consumer and Housing Law
3 weeks
Family Law
Rules; Expectations; Introductions; Ergonomics
Career Development; Ethical Responsibilities; Leadership; Safety and Security;
Teamwork
What Is Law?; Lawmaking; Advocacy; Settling Disputes; The Court System;
Lawyers
Crime in America; Intro. to Criminal Law; Crimes Against the Person; Crimes
Against Property; Defenses; Criminal Justice Process: The Investigation,
Proceedings Before Trial, The Trial, Sentencing and Corrections; Juvenile
Justice; Law and Terrorism
Torts: A Civil Wrong; Intentional Torts; Negligence; Strict Liability; Torts &
Public Policy
Contracts; Warranties; Credit and Other Financial Services; Deceptive Sales
Practices; Becoming a Smart Consumer; Cars and the Consumer; Housing and
the Consumer
Law and the American Family; Marriage; Parents and Children; Foster Care
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4 weeks
Final Integrated Project
and Adoption; Separation, Divorce, and Custody; Government Support for
Families and Individuals
Conduct mock trial and/or moot court
COURSE STRATEGIES
Project-Based Curriculum. Project-based learning is a teaching and learning strategy that engages students in complex
activities. It usually requires a cooperative learning group environment that focuses on a product or performance over
several class periods. A project involves research, problem solving, synthesis and organizational skills. This way of
teaching allows for incorporation of authentic assessments, higher order thinking skills, and experiences related to the
student’s interests. In using authentic assessments, students will not be graded on an activity level, but on a project or
performance level.
Team Building/Peer Assessment. In a problem-based learning environment, team building plays a critical role. Students
learn how to become a part of a successful team as they would in a working environment. The behaviors the students will
learn are: pooling information and resources, sharing responsibility and leadership, building on the ideas of others,
authentic communication skills and a level of trust and collaboration. Peer assessment promotes accountability, active
participation and responsibility for individual learning. This is appropriate for group projects because team members are in
the best position to judge the quality and effectiveness that each member has contributed to the project. Assessments will
encourage reflection on what was learned and initiate great classroom discussions. This allows the teaching of positive
communication skills.
Authentic Assessment. Authentic assessment is an educational tool that guides the purposes of learning as well as
evaluation. This allows clear criteria for students to self assess their work and the work of their peers. It provides the
opportunity for revision and guides them in how to achieve the objectives. When given a clearly defined set of objectives,
also known as a rubric, students themselves can be the source of feedback. Teachers will monitor students through
checkpoints as the project progresses.
Performance-Based Assessment. Performance assessments will be used to monitor student success as the curriculum
builds from simple to more complex project-based curriculum. Students will be involved in the assessment model as the
12 weeks progress and will have the opportunity to excel based on their own decisions, their team decisions and their
assessment decisions.
TEACHER PREPARATION
Teacher as Facilitator. Teachers are invited to empower students to become autonomous and be accountable for their
own learning. A traditional way of teaching is “teacher-centered” where the teacher lectures and assigns readings and/or
tasks. This type of teaching may not take into account individual learning styles.
Project-based learning is “learner-centric”. In this model, teachers may introduce ideas and projects and students use the
tools and resources available to them to find answers and complete projects. From the beginning, the students know the
goals and base their learning by doing tasks that engage their minds. Students are encouraged to use critical thinking
skills, teaming skills and “tools” that will increase reading, writing, and communications skills.
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRS)
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READING
 The student understands and uses different skills and strategies to read. [1.0]
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Build vocabulary through wide reading. [1.3]
 The student reads different materials for a variety of purposes. [3.0]
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Read to perform a task. [3.2]
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Read for career applications. [3.3]
WRITING
 The student writes in a variety of forms for different audiences and purposes. [2.0]

Writes in a variety of forms/genres. [2.3]

Writes for career applications. [2.4]
 The student writes clearly and effectively. [3.0]

Develops ideas and organizes writing. [3.1]

Uses appropriate style. [3.2]

Knows and applies appropriate grade level writing conventions. [3.3]
COMMUNICATION
 The student uses listening and observation skills to gain understanding. [1.0]

Uses listening and observation skills to focus attention and interpret information. [1.1]

Understands, analyzes, synthesizes, or evaluates information from a variety of sources. [1.2]
 The student uses communication skills and strategies to interact/work effectively with others. [2.0]

Uses language to interact effectively and responsibly in a multicultural context. [2.1]
 The student uses communication skills and strategies effectively present ideas and one’s self in a variety of situations. [3.0]
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Uses knowledge of topic/theme, audience, and purpose to plan presentations. [3.1]

Uses effective delivery. [3.3]
 The student analyzes and evaluates the effectiveness of communication. [4.0]

Assess effectiveness of one’s own and others’ communication. [4.1]
MATHEMATICS
 The student uses mathematics to define and solve problems. [2.0]

Understand problems. [2.1]
 The student uses mathematical reasoning. [3.0]

Analyze information. [3.1]
 The student communicates knowledge and understanding in both everyday and mathematical language. [4.0]

Gather information. [4.1]
 The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life
situations. [5.0]

Relate concepts and procedures within mathematics. [5.1]

Relate mathematical concepts and procedures to real-world situations. [5.3]
SOCIAL STUDIES—ECONOMICS
 Students understand the role of government and institutions in past and present economic systems. [3.0]

Analyze the role of government as participant in an economy through taxation, spending, and policy setting. [3.1]
SOCIAL STUDIES—CIVICS
 The student understands and can explain the core values and democratic principles of the United States as set forth in
foundational documents, including the Declaration of Independence and the Constitution. [1.0]

Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other
foundational documents [1.1]

Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of
law [1.2]

Examine representative government and citizen participation [1.3]
 The student analyzes the purposes and organization of government and laws. [2.0]

Understand and explain the organization of government at the federal, state, and local level including the executive,
legislative, and judicial branches. [2.1]

Understand the function and effect of law [2.2]
 The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement. [4.0]
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Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the
local, state, national, and international level [4.1]
HEALTH & FITNESS
 The student analyzes and evaluates the impact of real-life influences on health. [3.0]

Understand how environmental factors affect one’s health (air, water, noise, chemicals). [3.1]
THINKING
PROBLEM SOLVING
SCHOOL AND WORK CONNECTION
CONTENT
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CAREER DEVELOPMENT FRAMEWORK: The technical core of Career Development will develop concepts related to career
exploration, selection, and preparation integrated throughout the student's educational experiences. Students through this technical
core standard will:
 Understand a variety of career options and how they are influenced by personal strengths, weaknesses, interests, and wants.
 Use a variety of career resources to learn about career opportunities.
 Use career-planning skills.
 Use workplace readiness skills.
ETHICAL RESPONSIBILITIES FRAMEWORK: The technical core of Ethical Responsibilities will develop an understanding of
legal and ethical responsibilities and typically accepted practices, including expectations and the implications of practices on
business systems. Students through this technical core standard will:
 Identify the laws and regulations that affect business.
 Understand ethical concepts as related to the business environment.
LEADERSHIP FRAMEWORK: The mission of teaching Leadership will be to develop skills that empower students to assume and
model responsible roles in family, community, and work.
 Identify appropriate leader characteristics and styles.
 Identify the purpose of various professional organizations.
SAFETY AND SECURITY FRAMEWORK: The technical core of Safety and Security will develop an understanding of existing and
potential hazards to customers and employees. Students will prevent injury or illness through safe work practices and follow
health, safety, and security policies and procedures. Students through this technical core standard will:
 Know appropriate response to an emergency.
 Know basic security procedures and protocols.
 Know appropriate organizational and regulatory guidelines for area of work.
 Know how to reduce risks and hazards in the workplace.
TEAMWORK FRAMEWORK: The technical core of Teamwork will develop active participation in a wide variety of work teams.
Students will understand the various roles of team members and will interact effectively and sensitively with all team members.
Students through this technical core standard will:
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 Use a variety of team membership skills in different workplace settings.
 Understand how to work with team members from diverse backgrounds in the workplace.
 Know how to manage conflict within the workplace.
DIVERSITY FRAMEWORK: The technical core of Diversity will develop an appreciation for and respectful interaction with diverse
populations, the elimination of harassment, bias and stereotyping, and non-traditional training and employment opportunities.
Students through this technical core standard will:
 Students demonstrate an appreciation for diversity of culture, ethnicity, physical capacity, age, and gender as societal
strengths.
 Students respectfully interact with diverse populations in schools, communities, and workplaces.
 Students will recognize and support the elimination of harassment, bias, and stereotyping.
LEADERSHIP TRAITS/HABITS FOR EMPHASIS
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Dependability (e.g., attendance, punctuality, tools, deadlines).
Self-discipline (e.g., correct technique, working with distractions, paying attention, respect for equipment).
Following oral instructions.
Following written instructions.
Problem-solving techniques.
VIDEO DISCLAIMER
Periodically, videos will be shown in the course related to the unit topics. The videos may include content that is R-rated,
or not rated, but may include material that is graphic, of a violent nature, or contain strong language, or other elements, or
a combination of the above. Students will be able to complete an alternative assignment instead of watching a specific
video if the parents or student chooses. If you have any questions, please email (amcfadden@osd.wednet.edu) or call
(360-695-8254) me.
GRADING SCALE
GRADE
A+
A
AB+
B
BC+
C
CD+
D
DF (Attempted)
F (Not done)
POINTS
12.0
11.4
10.9
10.7
10.2
9.7
9.5
9.0
8.5
8.3
7.8
7.3
3.6
0
PERCENT
98 - 100
92 - 97
90 - 91
88 - 89
82 - 87
80 - 81
78 - 79
72 - 77
70 - 71
68 - 69
62 - 67
60 - 61
0 - 59
0
GRADE SUMMARY
Based on a Total Points system
Leadership; Daily Assignments; Quizzes; Final Integrated Project (Moot Court or Mock Trial)
Extra Credit: Chapter Self-Assessments (results emailed to me: amcfadden@osd.wednet.edu)
http://www.streetlaw.glencoe.com
CLASSROOM RULES
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No eating or drinking in the classroom
Be in class before the bell rings
CHS attendance policies will be followed
Cheating—1st offense=failure on assignment, parents notified
2nd offense=referral to administration
If you are absent, it is your responsibility to find out what you missed
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You are allowed the number of days absent (ex.) plus one (+1) to turn in the missed work—work not turned in by
the deadline will receive a 0
Quizzes and tests are closed book and no notes are allowed
.
RESOURCES
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Street Law—A Course in Practical Law by Scott, Arbetman & O’Brien, Text (Glencoe)
Street Law’s Classroom Guide to Mock Trials and Moot Courts, Text (Glencoe)
Street Law Website: www.streetlaw.org
Glencoe Companion Website: www.streetlaw.glencoe.com
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