American+Law+and+Justice+Curriculum+Map

=**American Law and Justice**=

__**American Law and Justice Home**__ || Syllabus || **__Pacing Guide__** || Curriculum Map || Resources || Student Work ||

Unit I - What is Justice and What is Crime?
//Students will understand that…// //Students will keep considering:// //*//The justice system in America is broken into two main categories, criminal and civil, and each fills a specific role the society. //*//The civil law system exists in order to settle disputes between private individuals or groups, whereas the criminal system exists in order to determine if an individual has violated any state or federal laws. //*//By the power granted by the Constitution, the United States federal government, along with state and local legislatures have enacted a series of laws that identify and define crime. These crimes are generally broken into two categories, crimes against the person and crimes against property. //Students will show that they really understand by evidence of:// || *Quizzes and Tests *Progress monitoring of group work *Think/Write/PairShare *Class discussions and class/homework revisions (notebooks) *Monitoring of contributions to class *Entrance and Exit tickets (pre & post assessments) *Homework assignments (content vocabulary, timeline work) *Connections of reading/discussion to self, text, current events || //The following strategies and activities can be used:// //*Murder on Sunday Morning// documentary with analitical journal entries //*//Graphic organize Civil v. Criminal Law
 * ** Stage 1 Desired Results ** ||
 * ESTABLISHED GOALS
 * Common Core – Literacy in History/Social Studies** |||| **//Transfer//** ||
 * ^  |||| //Students will be able to independently use their learning to…// Analyze an evaluate conditions and factors that play a role in judicial outcome in contemporary American society. ||
 * ^  |||| **//Meaning//** ||
 * ^  || UNDERSTANDINGS
 * There are varying understandings of what justice means, and justice means different things to different people based on their perspective.
 * There are several different factors that come into play when determining if justice is served.
 * Societies can not function properly if there is not set of predetermined laws that identify and define specific crimes.
 * Societies establish law and define crime based on the needs, norms and traditions of the government, people, or both.
 * Opinions on what should be defined as criminal and how criminals should be punished, varies depednig on where people sit on the politcal spectrum. || ESSENTIAL QUESTIONS
 * What is justice and why does it not mean the same thing to everyone?
 * Does the United States court system delivers justice equally to all people?
 * Which human behaviors should be considered criminal and which should not? ||
 * ^  |||| **//Acquisition//** ||
 * ^  || //Students will know…//
 * The criminal and civil justice systems in America operate independently of each other, and although similar in nature, each has it's own specific set of rules and procedures.
 * Crimes are also classified by their seriousness by assigning them to the category of misdemeanor or felony.
 * The court system in the United States was established to settle disputes and determine if laws and statues have been violated by various individuals.
 * KEY TERMS*** Justice, crime, law, civil law, tort, statute, criminal law, legislature, executive, judicial, federalism, constitutionality, misdemeanor, felony, homicide, murder, assault and battery, robbery, rape, arson, larceny, receiving stolen property, burglary, forgery || //Students will be skilled at…//
 * reading and taking notes that include the main ideas and key supporting details.
 * summarizing.
 * marking up a text to identify important information and show independent thought. ||
 * ** Stage 2 - Evidence ** ||
 * **Evaluative Criteria** |||| **Assessment Evidence** ||
 * * Historically accurate
 * Well-crafted & clear
 * Informative & detailed (thorough)
 * Insightful & thoughtful
 * Mechanically sound |||| PERFORMANCE TASKS:
 * |||| OTHER EVIDENCE:
 * ** Stage 3 – Learning Plan ** ||
 * //Learning Plan//
 * Silent discussion of various current events articles involving stories where the determination of justice is questionable//.//
 * Two-Column notes on crimes agains property and crimes against people. Stree Law Text book ||

Unit II- Criminal Justice System- Pre-Trial, Trial, and Corrections
//Students will understand that…// //*//There are differing ideas among members of society on the balance the corrections system should maintain between rehabilitating offenders and preserving social order. //Students will keep considering:// //Students will show that they really understand by evidence of:// || *Quizzes and Tests *Progress monitoring of group work *Think/Write/PairShare *Class discussions and class/homework revisions (notebooks) *Monitoring of contributions to class *Entrance and Exit tickets (pre & post assessments) *Homework assignments (content vocabulary, timeline work) *Connections of reading/discussion to self, text, current events ||
 * |||| **//Transfer//** ||
 * ^  |||| //Students will be able to independently use their learning to…// Examine current criminal investigations, trials, and sentences taking place in America in order to form an opinion as to whether or not justice is being served ||
 * ^  |||| **//Meaning//** ||
 * ^  || UNDERSTANDINGS
 * The fair investigation, prosecution and sentencing of criminal offenders is essential to maintaining a safe and orderly society.
 * In order for justice to be served, it is extremely important that all rules and procedures be followed accurately throughout the criminal justice system from beginning to end.
 * Shifts in political, cultural and economic priorities impact the direction of reforms in the corrections system
 * Opinions on what should be defined as criminal, and how criminals should be punished, varies depending on where people sit on the politcal spectrum. || //ESSENTIAL QUESTIONS//
 * Should the police, in the investigation of crime, focus more on producing successful results that satisfy society as a whole, or on respecting the rights of individuals who are presumed innocent until proven guilty.
 * Does the Constitution grant too many rights to people accused of crime, at the expense of the victims of crime?
 * Is the trial system in America fair in delivering Justice?
 * Does the American justice system do an appropriate job sentencing convicted criminals?
 * Should judges have complete discretion when sentencing convicted criminals//?// ||
 * ^  |||| **//Acquisition//** ||
 * ^  || //Students will know…//
 * After a crime has been committed, various law enforcement agencies from local, state, or federal jurisdictions conduct an investigation in attempt to identify the offender.
 * Once the investigation is complete and and offender is identified, the pre-trial phase of the criminal justice system begins.
 * The pre-trial phase includes a series of steps that will lead to a trial, plea bargain, or the release of the accused suspect. These steps include arrest, booking, official charges brought, initial appearance, preliminary hearing, grand jury
 * The U.S. Constitution, through the 4th, 5th, 6th, 14th, Amendments, provide specific rights to people accused of crime in order to protect them from wrongful government prosecution.
 * If warranted, at the completion of the pre-trial phase a trial will be carried out to determine the guilt or non guilt of the accused.
 * In the American criminal justice system, the right to trail by jury is protected. Only the accused can waive this right. The jury is the sole trier of fact in a trial. || //Students will be skilled at…//
 * reading and taking notes that include the main ideas and key supporting details.
 * summarizing.
 * marking up a text to identify important information and show independent thought. ||
 * ** Stage 2 - Evidence ** ||
 * **Evaluative Criteria** |||| **Assessment Evidence** ||
 * * Historically accurate
 * Well-crafted & clear
 * Informative & detailed (thorough)
 * Insightful & thoughtful
 * Mechanically sound |||| PERFORMANCE TASKS:
 * |||| OTHER EVIDENCE:
 * ** Stage 3 – Learning Plan ** ||
 * //Learning Plan// //The following strategies and activities can be used:// ||