DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 4 PLAN FOR CIVICS AND ECONOMICS
Unit Overview:
Instructional Time: 3 weeks (15 days) on block, 6 weeks (30 days) on traditional – including evaluations
Quarter
One
Two
Three
Four
Grade Level: 12th Grade
Unit Theme:
Revised Bloom’s Taxonomy: Level I-VI
Law & Order: Courts and the American Legal System
Unit Summary:
Students will explore the development of American legal practices, tracing the advancement of the practice and execution of the law throughout civilized history.
They will also examine the scope of United States’ legal authority, identifying and describing different types of law while analyzing the relationship between the
individual rights protected by the U.S. Constitution and the Bill of Rights and the laws that regulate individual behavior for societal good. Students will
differentiate between the classifications and practices of civil and criminal law, they will also evaluate the enforcement of penalties on those convicted of crimes.
North Carolina Informational Technology Essential Standards:
 HS.SI.1.3 Evaluate content for relevance to the assigned task.
 HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual
interviews with content experts).
Common Core State Standards
CE.C&G.2
Analyze government systems within the United States in term of their structure, function and relationships.
CE.C&G.2.1
Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and
the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.).
CE.C&G.2.2
Carolina state and local governments within the federal system of government (e.g., local charters, maintain a militia, pass ordinances and laws, collect
taxes, supervise elections, maintain highways, types of local governments, etc.).
CE.C&G.2.3
Evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and
applied throughout their existence (e.g., precedents,
rule of law, Stare decisis, judicial review, supremacy, equal protections, “establishment clause”, symbolic speech, due process, right to privacy, etc.).
CE.C&G.2.4
Compare the Constitutions and the structures of the United States and North Carolina governments (e.g., the various NC Constitutions, Bill
of Rights, Declaration of Rights, Preambles, the organization of, the powers of, responsibilities, etc.).
CE.C&G.2.5
Compare United States system of government within the framework of the federal and state structures as well as in how they relate with
governmental systems of other nations (e.g. Republicanism, federalism)
CE.C&G.2.6
Evaluate the authority federal, state and local governments have over individuals’ rights and privileges (e.g., Bill of Rights, Delegated Powers, Reserved
Powers, Concurrent Powers, Pardons, Writ of habeas corpus, Judicial Process, states’ rights, Patriot Act, etc.).
CE.C&G.2.7
Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or
general welfare (e.g., taxes, immigration, naturalization, civil rights, economic development, annexation, redistricting, zoning, national security, health
care, etc.).
CE.C&G.3
Analyze the legal systems within the Unites Sates in terms of the development, execution and protection of citizenship rights at all levels of government.
CE.C&G.3.1
Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the
law (e.g., the Fourteenth Amendments, Americans with Disabilities Act, equal opportunity legislation).
CE.C&G.3.4
Explain how individual rights are protected by varieties of law (e.g., Bill of Rights, Supreme Court Decisions, constitutional law, criminal law, civil law,
Tort, Administrative law, Statutory law and International law, etc.).
CE.C&G.3.5
Compare jurisdictions and methods of law enforcement applied at each level of government, the consequences of noncompliance to laws at each level
and how each reflects equal protection under the law (e.g., Department of Justice, Regulatory Commissions, FBI. SBI, Homeland Security, Magistrate,
State troopers, Sheriff, City police, Ordinance, Statute, Regulation, Fines, Arrest, etc.).
CE.C&G.3.7
Summarize the importance of the right to due process of law for individuals accused of crimes (e.g., habeas corpus, presumption of innocence, impartial
tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double jeopardy, right of appeal).
CE.C&G.4
Understand how democracy depends upon the active participation of citizens.
CE.C&G.4.1
Compare citizenship in the American constitutional democracy to membership in other types of governments (e.g., right to privacy, civil rights,
responsibilities, political rights, right to due process, equal protection under the law, participation, freedom, etc.).
CE.C&G.5
Analyze how political and legal systems within and outside the United States provide a means to balance competing interests and resolve conflicts.
CE.C&G.5.2
Analyze state and federal courts by outlining their jurisdictions and the adversarial nature of the judicial process (e.g., Appellate, Exclusive, Concurrent,
Original, types of federal courts, types of state courts, oral argument, courtroom rules, Supreme Court, opinions, Court Docket, Prosecutor/Prosecution,
Complaint, Defendant, Plaintiff, hearing, bail, indictment, sentencing, appeal, etc.).
CE.C&G.5.3
Analyze national, state and local government agencies in terms of how they balance interests and resolve conflicts (e.g., FBI, SBI, DEA, CIA, National
Guard Reserves, magistrates, Better Business Bureau, IRS, Immigration and Naturalization, FEMA, Homeland Security, ATF, etc.)
Essential Question(s):
What are various ways for people to solve political and social conflicts?
What is the purpose of having laws created by citizens?
How have legal codes changed over time?
What are the historical foundations for the American legal system?
What types of offenses fall under the various categories of law?
What types of cases are handled by the state and federal judicial systems?
What circumstances determine if a case can be appealed?
How does a case move through the tiered court system?
What are the similarities and differences in procedures for civil cases and criminal cases?
How do various methods used by national, state, and local law enforcement agencies maintain peace and curtail criminal activity vary depending
on circumstances?
What factors affect the outcome of a court case?
What factors determine how criminal/anti-social behavior will be addressed?
Who are the major actors in criminal and civil case procedures?
How does an informed and engaged citizenry lead to a safer society?
What protections does the United States Constitutions guarantee to people accused of committing a crime?
Enduring Understanding(s):
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Students should understand how various historical sources of law have influenced the formation of American legal practices.
Students should understand how to differentiate cases involving criminal, civil, constitutional and administrative law.
Students should understand the burden of proof required for reaching verdicts in criminal and civil cases.
Students should understand how the Constitution both empowers and limits the government’s influence on the lives of citizens.
Students should understand the steps to be followed through in criminal and civil court case procedure.
Students should understand how amendments and court cases affect the way they practice their civil rights.
Students should understand how government agencies impact our daily lives.
I Can Statement(s):
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Identify sources of American law.
Describe criminal, civil, constitutional, and administrative law.
Evaluate how the Bill of Rights protects those accused of crimes from abuses of governmental power.
Analyze the importance of key Supreme Court case decisions that reinforce protections provided in the Bill of Rights.
Outline the procedures associated with a criminal court case.
Examine the validity of various approaches for punishing those convicted of committing crimes.
Vocabulary:
Types of Laws
Criminal Law
Civil Law
Constitutional Law
Administrative Law
Civil Law
Preponderance of Evidence
Damages
Settlement
Compensation
Family law
Criminal Behavior
Punishments/Rehabilitatio
n
Ticket/Fine
Incarceration
Prison v. Jail
Probation
Criminal Law
Felony
Misdemeanor
Arrest
Warrant
Probable Cause
Subpoena
Conflict Resolution
Mediation
Arbitration
Negotiation
Consensus Building
Compromise
Courtroom Roles
Prosecutor
Defendant
Plaintiff
Judge
Grand Jury
Public Defender
Jury System
Courtroom Procedures
Pretrial Motion
Perjury
Summons
Preliminary Hearing
Indictment
Arraignment
Appeal
Stay of Execution
Hung Jury
Mistrial
Juvenile Court Procedures
Parole
Juvenile Detention
Restitution
Three Strikes Rule
Zero Tolerance
Court Cases
Gideon v. Wainwright
Miranda v. Arizona
Gregg v. Georgia
New Jersey v. TLO
Mapp v. Ohio
Beyond a Reasonable
Doubt
Plea Bargain
Verdict
Acquittal
Plea
Bail
Extradition
Sentencing
Capital Punishment
(Capital Offense)
Copyrights
Patents
Interdisciplinary Connections (Standards would be listed):
Various research and essay assignments are available, as are assignments requiring artistic merit.
Evidence of Learning (Formative Assessment):
 Annotated (and/or Illustrated) Timeline – Development of Legal
Systems
 Create Your Own (Bad) Laws
 Flow Chart – Criminal Court Case Procedure
 Flow Chart – Civil Court Case Procedure
 Supreme Court Case Analysis
 Current Events Assessment
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Summative Assessment:
 Multiple Choice Tests
 Essay prompts appropriate to this unit (in line with essential questions
and ‘I Can’ statements)
 Written summary of the structure and function of each branch of
government
 Compare impact of two related Supreme Court cases or ratified
amendments
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Unit Implementation:
Week 1: The Rule of Law: Sources and Types of American Law
(CE.C&G.2.1, 3.1, 3.4, 3.5 )
During this week, as students examine the influence of rule of law, they should begin a lesson that focuses on the principle itself, like “Rule of Law”, found
at http://civics.sites.unc.edu/files/2012/05/RuleofLaw1.pdf. What follows is an exploration of the sources of American law. The Civics Today text covers
this material in Chapter 15, Section 1. Students should either read through and discuss this section of text, or receive lecture notes based on it. For an
alternative/additional take on the sources of American law, follow this link http://static.icivics.org/sites/default/files/uploads/Sources%20of%20Law.pdf
and utilize pages 2-5 of this PDF document to supplement this lesson. Following this, classes should continue laying a foundation for understanding the
rule of law by learning the different types of laws in Chapter 15, Section 2. An addition to this plan may be found in the two-day lesson plan entitled
“American Law” and found at http://civics.sites.unc.edu/files/2012/05/OriginsandTypesofLaw.pdf. The week concludes with a lesson that expands student
knowledge regarding law enforcement agencies, entitled “Law, Jurisdictions, and Enforcement Agencies” and found at
http://civics.sites.unc.edu/files/2012/05/LawJurisdictionsEnforementAgencies.pdf.
Week 2: Rights of the Accused, Civil Law
(CE.C&G.2.1, 2.6,2.7,3.1, 3.4, 3.7, 5.2 )
This week begins with an overview of the Constitution’s relationship with the legal system, emphasizing Bill of Rights protections from governmental
abuse of power. In the Civics Today text, this material is covered in Chapter 15, Section 3, which would be useful for classes to read through. In addition,
students should review the text of the 4th, 5th, 6th, and 8th amendments from the Bill of Rights, itemizing and listing the various protections listed for people
accused of and found guilty of committing crimes. Using this information, teachers may divide students into groups to search available text/online for
Supreme Court cases that illustrate the importance of the individual protections previously listed. Subsequently, in emphasizing the importance of the
Supreme Court’s role in affirming these rights, teachers may utilize the SAS activity “US Constitution: Miranda v. Arizona”, found at
http://www.sascurriculumpathways.com/portal/Launch?id=216 . Next, classes will engage civil and criminal law (discussed in Chapter 16, Section 1 and 2
of CT text) with an introduction from the worksheet used the previous week. On pages 6-8 of the handout found at
http://static.icivics.org/sites/default/files/uploads/Sources%20of%20Law.pdf instructors may use this activity to introduce and differentiate the two before
proceeding to delve more deeply into the Civil Law material. From there, classes may utilize Chapter 16, Section 1 of the CT text to outline the procedure
of a civil court case before completing the mock civil trial activity “James Bond in a Honda” at http://www.icivics.org/teachers/lesson-plans/what-courtsdo-james-bond-honda
Week 3: Criminal Law and Juvenile Justice ( CE.C&G.2.1,
2.5,2.7,3.1, 3.4, 3.5)
As classes begin the final week of this unit, they should proceed with a more full exploration of criminal law. Using KWL or other tool to access prior
knowledge, instructors may begin a dialogue with classes regarding what they know about crime. From there, it will be useful to define and differentiate
crimes. A modified T-chart, with the word “CRIME” at the top (followed by its definition) and the chart headings “felony” and “misdemeanor” would also
help students begin to categorize information they already know and allows us to supplement that information with crimes of which they may not know the
proper names. To finish the chart, students should be instructed to highlight those crimes that are “against people” so students learn there is a difference
between crimes against persons and property. After clarifying the nature and identification of specific crimes, students should be taught the flow of a
criminal case from “arrest” to “acquittal/sentencing” as explained in Chapter 16, Section 2 of the CT text. Teachers may deal with sentencing using this
activity, “Punishment” http://civics.sites.unc.edu/files/2012/05/Punishment.pdf or “Incarcerated America”
http://civics.sites.unc.edu/files/2012/05/IncarceratedAmerica.pdf . Finally, to close out this unit, students should explore the juvenile justice system. To
introduce the topic, teachers may use this presentation http://civics.sites.unc.edu/files/2012/05/JuvenileCourtSystem.pdf followed by completion of the
activity entitled “Finding Solutions to Juvenile Crime” at http://www.sascurriculumpathways.com/portal/Launch?id=622
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Instructional
Activities:
Scaffolding Option 1:
Intervention
Scaffolding Option 2:
Maintenance
Reinforcement Activities – Create a Foldable
Foldables, utilizing, notebook, printer, or construction paper,
can be useful in reviewing information such as the following:
Principles of the Constitution, Structure of the Constitution,
The Bill of Rights (organized by number or topic),
Roles/Powers of the President, the 3 branches of
government (federal and/or local, etc.
Political Cartoons – Students may be introduced to the
concept of political cartoons, and then instructed to create a
cartoon that illustrates an idea/principle examined during
this unit.
For students having difficulty retaining essential vocabulary,
foldables may also be utilized, or flash cards may be created.
Generate a list of government services in the local
community. Construct a graphic organizer illustrating
agencies providing the services, sources of funding, and
numbers of people served in the community.
Scaffolding Option 3:
Extension
Lead students through an activity in which they create a code of
behavior, complete with penalties for violations, for their
classroom, school, or community.
Create skits based on Supreme Court cases in which students
argue both sides of a case to a volunteer justice.
Games like Taboo and Jeopardy may be adapted, and even
created by the students in class, to use as review tools for
the most base level information.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
American Law Jeopardy:
http://civics.sites.unc.edu/files/2012/05/LawJeopardy.ppt
Students may create multimedia presentations reviewing the
main ideas and expanding upon the “I Can” statements.
Do I have a right?: http://www.icivics.org/games/do-i-haveright
Students may research current events online that illustrate
the government’s constitutional use of power, summarizing
articles pulled from legitimate news sources while explaining
what part of the Constitution, which amendment(s) or what
Supreme Court case relates most closely to the article.
Several activities are available at
http://sascurriculumpathways.com and they are organized
according to our new essential standards for easy browsing.
Viewing 12 Angry Men -
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