LAW AND ORDER                                                                                                                                 Page  of

Units:

Unit 1- An Introduction & Overview of the Legal System

Unit 2 - Policing in America

Unit 3- The Criminal Law & Legal System

Unit 4- The Corrections System

Unit 5- Crime Scene Investigations and Forensics

Unit 6- Atypical Crimes




Unit Title

Unit 1- An Introduction & Overview of the Legal System

Timeframe 

3 Weeks

Unit Summary

This introductory unit will introduce students to the 3 major fields and careers available in the criminal justice system: law enforcement, corrections, and policing.

Learning Targets

Essential Questions

  • What are the ultimate goals of the US criminal justice system?
  • Is the American criminal justice system failing or succeeding? How do we know?
  • How did the 3 main branches of the criminal justice system originate?
  • Why is it critical for citizens to understand how the CJ system works?
  • What are the major issues facing criminal justice today?

Enduring Understandings

Students will understand:

  • What the 3 major fields of criminal justice are, and how they are all connected to one another
  • The historical background of the criminal justice system
  • The pressing issues in criminal justice today

Know

By the end of this unit, students will know

  • The definitions and key components of the criminal law system
  • The elements and historical background of corrections in America
  • The function of policing in America
  • How the Constitution guides criminal justice in America
  • How multiculturalism and diversity present challenges to the system of criminal justice
  • Describe the conflict between public order and individual rights

Do

By the end of this unit, students will be able to

  • Analyze the American Criminal Justice system from various standpoints
  • Critique issues of multiculturalism in criminal justice
  • Define the process of law and justice in America
  • Understand how the laws and rules for our society evolved through American history
  • Evaluate how modern issues relate to criminal law and justice

Evidence of Learning

Formative

  • Class Discussion
  • Review of cases in the news
  • Mini cases (Solve in 5 minutes)
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • Debates and oral presentations

Summative/ Benchmark

  • Pre-Assessment Test
  • Poster Projects- Criminal Justice System and Me
  • Law Case Debates (You be the Judge Series)

Alternative Assessments

• Presentations of the CJ System

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Careers in Crime Exploration Assessment

Learning Activities

  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-The Killer Book of Crime

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐ENF.1

Demonstrate effective communication skills (e.g., writing, speaking, listening and nonverbal communication) required in law enforcement.  

9.3.LW‐ENF.5

Analyze the impact of federal, state and local laws on law enforcement procedures.  

9.3.LW‐LEG.1

Demonstrate effective communication skills (e.g., writing, speaking, listening and nonverbal communication) in the legal services environment.  

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.4.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

SL.11-12.1.

Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.5.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

W.11-12.8.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W. 11-12. 9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues



Unit Title

Unit 2 - Policing in America

Timeframe 

7 Weeks

Unit Summary

This unit will analyze policing in America. The unit will include the history and major goals of police enforcement in America. Additionally, current issues surrounding policing will be explored.

Learning Targets

Essential Questions

  • How did the American policing system evolve?
  • What are the major branches of law enforcement in America?
  • What are the ultimate goals of the police systems?
  • What are the major models of law enforcement used in America?
  • What are the issues of force, privacy, and individual rights in regards to police control?
  • How does the Constitution affect policing in America?
  • What is police subculture and how does it affect all of us?

Enduring Understandings

Students will understand:

  • The historical development of policing in America
  • The major levels of public law enforcement in federal, state, and local branches
  • The various roles and duties of law enforcement agents in America
  • The code of ethics and cultures associated with policing
  • Major controversial issues in policing today, including brutality, profiling, and privacy issues
  • The dangers associated with policing
  • The guidelines for using force in America

Know

By the end of this unit, students will know

  • The definitions and key components of the criminal law system
  • The definition and legal guidelines for arrests and confiscations
  • The elements and historical background of corrections in America
  • The function of policing in America
  • How the Constitution guides criminal justice in America
  • How multiculturalism and diversity present challenges to the system of criminal justice
  • Describe the conflict between public order and individual rights

Do

By the end of this unit, students will be able to

  • Evaluate arrest procedures and determine the legality of an arrest
  • Critique the use of force in any given police encounter
  • Evaluate the rights of the individual in relation to the importance of public safety and order
  • Critique issues concerning modern policing
  • Understand the daily job requirements of a police officer in any branch of government
  • Define abuse and proper uses of power
  • Analyze police subcultures in America

Evidence of Learning

Formative

  • Class Discussion
  • Review of cases in the news
  • Mini cases (Solve in 5 minutes)
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • Debates and oral presentations

Summative/ Benchmark

  • Essay Test on Policing
  • A Day in the Life Project
  • Real Life Scenario Re-enactments
  • Interviews with Police Officers
  • Law Case Debates (You be the Judge Series)

Alternative Assessments

• Presentations of the CJ System

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Assorted daily writing prompts and journals

• Careers in Crime Exploration Assessment

Learning Activities

  • Mock Calls (Domestic, Stops, Etc.) Class Practices
  • Assorted writing prompts and journals
  • Reading Circles
  • Readings in Text
  • Powerpoint and online presentations
  • Kahoot Quizzes
  • Online Portfolios
  • Career Analysis in Naviance
  • Daily Class and Group Discussions
  • Interviews
  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-Police Code of Conduct

-News Articles and Videos

-Documentary on Excessive Force

-The Killer Book of Crime

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐ENF.1

Demonstrate effective communication skills (e.g., writing, speaking, listening and nonverbal communication) required in law enforcement.  

9.3.LW‐ENF.2

Demonstrate proficiency in the operation of communication equipment used in an emergency telecommunications center.  

9.3.LW‐ENF.3

Utilize anger and conflict management strategies to resolve problems in law enforcement settings.  

9.3.LW‐ENF.4  

Model behaviors that exhibit integrity and commitment to a code of conduct and ethics for law enforcement professionals.

9.3.LW‐ENF.5

Analyze the impact of federal, state and local laws on law enforcement procedures.  

9.3.LW‐ENF.6

Execute established procedures to avoid the violation of the rights guaranteed by the Fourth, Fifth, Sixth and Fourteenth Amendments.  

9.3.LW‐ENF.7

Manage crime and loss prevention programs in collaboration with the community.  

9.3.LW‐ENF.8

Explain the appropriate techniques for managing crisis situations in order to maintain public safety.  

9.3.LW‐ENF.10

Demonstrate the routine day‐to‐day tasks conducted by various law enforcement agencies.  

9.3.LW‐ENF.12    

Demonstrate the procedures to properly protect, document and process the crime scene and all related evidence.

9.3.LW‐ENF.13

Demonstrate procedures to assist individuals requiring special assistance from law enforcement personnel.

 9.3.LW‐ENF.14  

Describe the behavioral symptoms of drug use and the inherent dangers associated with handling dangerous drugs.  

9.3.LW‐LEG.1

Demonstrate effective communication skills (e.g., writing, speaking, listening and nonverbal communication) in the legal services environment.  

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.4.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

W.11-12.2.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.11-12.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues



Unit Title

Unit 3- The Criminal Law & Legal System

Timeframe 

6 Weeks

Unit Summary

This unit will serve as an overview of the different branches of the US criminal law system. The Constitutional laws associated with the legal system will be reviewed, and various elements of trial procedure will be presented. Presumption of Innocence, Reasonable Doubt, and Evidence will all be explored.

Learning Targets

Essential Questions

  • How has the American judicial system of criminal law evolved?
  • What is the criminal trial process in America?
  • Why are defendants innocent until proven guilty?
  • Are juries effective? Why or why not?
  • Who are the major professional members of the courtroom work system?
  • What are some of the controversies surrounding our legal system today?
  • What are the types of guilt and culpability in various types of crime?
  • What are the functions of state versus federal courts?
  • How is sentencing decided in criminal cases?
  • How can we improve our criminal legal system in America?

Enduring Understandings

Students will understand:

  • The historical development of the criminal law process in America
  • How the US Constitution shapes criminal law
  • The rights of victims and accused in the courtroom
  • The chain of evidence command
  • The major levels of the legal system in federal, state, and local branches
  • The various roles of the members of the courtroom system
  • The pretrial steps for the defendant
  • The types of lawyers assigned to criminal cases
  • The types of sentences distributed in criminal cases

Know

By the end of this unit, students will know

  • The definitions and key components of the criminal law system
  • The steps leading up to a criminal trial
  • The major roles and responsibilities of all players in a courtroom
  • The historical background of criminal law in the US
  • How the Constitution guides criminal law and the rights of the people on trial
  • How multiculturalism and diversity present challenges to the system of criminal law system
  • Describe the conflict between public order and individual rights
  • How to try a criminal case
  • How to defend and / or prosecute clients
  • Sentencing structures

Do

By the end of this unit, students will be able to

  • Evaluate cases to determine guilt or innocence
  • Present both sides of a criminal case
  • Use evidence and questioning to try a mock criminal
  • Critique major decisions in the state and federal criminal courts
  • Predict how a case will turn out
  • Choose mock sentences
  • Debate the effectiveness of our criminal law system
  • Understand the daily job requirements of various members of the criminal law process
  • Create strategies for improving the criminal law process in America

Evidence of Learning

Formative

  • Read and analyze major case decisions (Supreme Court, State, and Federal Cases)
  • Class Discussion
  • Review of famous historical criminal cases
  • Criminal Law in the News (daily practice)
  • You be the judge- Practice Cases
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • Daily Journaling
  • Debates and oral presentations

Summative/ Benchmark

  • Write closing and opening statements
  • Human Lie Detectors Test (Are the Witnesses Lying or Telling the Truth)
  • Essay Test on Criminal Law
  • Project and presentations on victim and accused rights (using Constitutional and state laws)
  • A Day in the Life Project
  • Classroom Mock Trial
  • Famous Trials- Reenactments

Alternative Assessments

• Studies of Previous Case Law

• Write opinions and dissents to go with a trial

• Group Debates and Discussions

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Assorted daily writing prompts and journals

• Careers in Crime Exploration Assessment

•Multiple Choice Tests

Learning Activities

  • Mock Trials
  • Daily debates
  • Assorted writing prompts and journals
  • Reading Circles
  • Readings in Text
  • Powerpoint and online presentations
  • Kahoot Quizzes
  • Online Portfolios
  • Career Analysis in Naviance
  • Daily Class and Group Discussions
  • Interviews
  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-Police Code of Conduct

-News Articles and Videos

-Documentary on Excessive Force

-The Killer Book of Crime

-FINDLAW.ORG
-supremecourt.gov

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.4

Conduct law, public safety, corrections and security work tasks in accordance with employee and employer rights, obligations and responsibilities, including occupational safety and health requirements.  

9.3.LW.5

Analyze the various laws, ordinances, regulations and organizational rules that apply to careers in law, public safety, corrections and security.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐LEG.1          

Demonstrate effective communication skills (e.g., writing, speaking, listening and nonverbal communication) in the legal services environment.  

9.3.LW‐LEG.2

Interpret nonverbal communication cues in order to discern facts from fabrication.  

 9.3.LW‐LEG.3

Produce written legal materials using writing strategies applicable to the legal services environment.

9.3.LW‐LEG.6

Use legal terminology to communicate within the legal services community.  

 9.3.LW‐LEG.7

Compare and contrast different career fields in the legal services.  

9.3.LW‐LEG.8

 Analyze the influence of the three branches of the U.S. Government (judicial, legislative and executive) on the legal services.

9.3.LW‐LEG.9

 Analyze the impact of the Fourth, Fifth, Sixth and Fourteenth Amendments on the provision of legal services.

SL.11-12.1.

 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

L.11-12.6.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.4.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

RI.11-12.5.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

W.11-12.1.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.8.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.11-12.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues



Unit Title

Unit 4- The Corrections System  

Timeframe 

6 Weeks

Unit Summary

This unit will serve as an overview of the prisons system in America. The unit will focus on the goal of rehabilitation. It will also explore prisoner’s rights, overcrowding, prisoner abuse, and other controversial topics surrounding modern corrections.

Learning Targets

Essential Questions

  • How has the American penal system evolved from traditional English structures.
  • What is the goal of prison? Does our current system achieve this goal?
  • What are the rights of prisoners?
  • How do individual rights conflict with public safety in regards to criminal punishment in America?
  • What is the difference between probation and parole?
  • What are the current states of public prisons, and what would privatization mean?

Enduring Understandings

Students will understand:

  • The major prison types in America
  • Prisoner rights
  • The differences between jails and prisons
  • The history of punishment and the philosophies behind each model
  • How the US Constitution shapes our corrections system
  • How juvenile and women’s jails differ from male jails
  • The realities of prison life in America
  • Inmate subcultures
  • The stages of prison riots
  • Cultural issues facing prisons
  • What comes with privatization of prisons

Know

By the end of this unit, students will know

  • The definitions and key components associated with corrections
  • The ultimate goals of prisons and whether or not these goals are achieved
  • Recidivism rates
  • Issues around minorities and prisons
  • The major roles and responsibilities of parole officers, probation officers, and prison corrections guards
  • The historical background of the corrections system
  • How the Constitution guides the rights of prisoners
  • How multiculturalism and diversity present challenges to the prison system
  • Prisoners rights
  • Parole, probation, house arrest, and other alternatives
  • Sentences versus time spent in prison

Do

By the end of this unit, students will be able to

  • Create an effective prison system
  • Evaluate our current system of corrections
  • Analyze issues of overcrowding
  • Evaluate the problems of minority imprisonment rates
  • Understand the historical background of the American penal system
  • Critique prisoner treatment
  • Analyze the roles of various members of the corrections system
  • Debate the effectiveness of our corrections system

Evidence of Learning

Formative

  • Read and analyze major sentencing decisions
  • Class Discussion
  • The case of the day
  • Presentation Review of the history of prisons in America
  • Criminal Law in the News (daily practice)
  • You be the judge- Practice Cases
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • View riot footage and critique CO behavior
  • Daily Journaling
  • Debates and oral presentations

Summative/ Benchmark

  • Major Project- Create Your Own Prison
  • Debates on Force and COs
  • Explore Punishment at Gateway
  • Analyze prison systems in teams and present findings
  • Argumentative essay on sentencing and one of the following: Death Penalty, Drugs, Minorities, Recidivism
  • Choose one of five documentaries on prison life, watch and create a project
  • Mock Parole hearings

Alternative Assessments

• Studies of Previous Case Law

• Write opinions and dissents to go with a trial

• Group Debates and Discussions

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Assorted daily writing prompts and journals

• Careers in Crime Exploration Assessment

•Multiple Choice Tests

Learning Activities

  • Mock Trials
  • Prisoner Interviews
  • Google Slides Presentations
  • Group Presentations
  • Daily debates
  • Assorted writing prompts and journals
  • Reading Circles
  • Readings in Text
  • Powerpoint and online presentations
  • Kahoot Quizzes
  • Online Portfolios
  • Career Analysis in Naviance
  • Daily Class and Group Discussions
  • Interviews
  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-Police Code of Conduct

-News Articles and Videos

-Documentary on Excessive Force

-The Killer Book of Crime

-FINDLAW.ORG
-supremecourt.gov

-Documentaries: Inside Angola, 13ths, Evolution of Crime, Inside Prisons

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.4

Conduct law, public safety, corrections and security work tasks in accordance with employee and employer rights, obligations and responsibilities, including occupational safety and health requirements.  

9.3.LW.5

Analyze the various laws, ordinances, regulations and organizational rules that apply to careers in law, public safety, corrections and security.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐COR.5          

Describe the legal, regulatory and organizational guidelines governing the correction services.

9.3.LW‐COR.6

Compare and contrast different career fields in the correction services.

9.3.LW‐COR.7

 Demonstrate effective communication skills (e.g., writing, speaking, active listening and nonverbal communication) in the correctional environment.

 9.3.LW‐COR.8

Analyze the techniques used to manage crisis situations and resolve conflicts in correctional environments.

9.3.LW‐COR.10

Analyze situations that require the use of force, including deadly force, to determine when varying degrees of force should be utilized in correctional facilities.  

9.3.LW‐COR.11  

Analyze the impact of the Fourth, Fifth, Sixth, Thirteenth, & Fourteenth Amendments in the correction services environment.

SL.11-12.1.

 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

L.11-12.6.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.5.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.7.

 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RI.11-12.9.

 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes and rhetorical features, including primary source documents relevant to U.S. and/or global history.

W.11-12.1.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.8.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.11-12.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues

 



Unit Title

Unit 5- Crime Scene Investigations and Forensics

Timeframe 

7 Weeks

Unit Summary

This unit will serve as an overview of crime scene investigations. Students will study various crime scene tactics, including chain of command, preservation of a scene, and proper evidence collection. Students will also review forensic evidence as a means of solving crime, including DNA, fingerprints and mold, trace evidence, and lab analysis.

Learning Targets

Essential Questions

  • What story does a scene tell?
  • How reliable are witnesses to a crime?
  • Who are the major players in a crime scene investigation, and what are their jobs?
  • How do you preserve a crime scene and prevent contamination of evidence?
  • What careers in forensics are available?
  • What are the protocol for reporting officers at a crime scene?
  • What is trace evidence?
  • What is forensic evidence?
  • What can a dead body tell us about a crime?

Enduring Understandings

Students will understand:

  • The various types of evidence present at a crime scene
  • The roles of every member of a crime scene analysis team
  • Issues of preserving the crime scene
  • How to bag and tag evidence
  • How to properly negotiate a crime scene
  • How to fingerprint a scene
  • How scientists process various evidence (blood, DNA, fingerprints, bodily fluids)
  • How detectives collect trace evidence (hair, foot molds, etc.)
  • How a body can tell you the story of a crime.

Know

By the end of this unit, students will know

  • The roles of CSI members
  • How to process a crime scene
  • How to piece together crime scene evidence to reenact a crime
  • What to look for at a crime scene
  • How to properly gather evidence
  • How to write a crime scene report
  • What they will need to present in court to get a conviction
  • How evidence will be analyzed in a court of law

Do

By the end of this unit, students will be able to

  • Describe proper procedures for conducting a systematic search of crime scenes for physical evidence.
  • Describe proper techniques for packaging common types of physical evidence.
  • Explain the legal considerations at the crime scene.
  • Distinguish between direct and indirect evidence.
  • Describe how the scientific method is used in forensic science
  • Gather eyewitness testimony
  • Lift prints from a scene
  • Collect and properly bag weapons and other things at a crime scene
  • Profile suspects
  • Analyze the possible problems with forensic science
  • Predict whether or not their evidence will lead to a conviction

Evidence of Learning

Formative

  • Blood splatter practice sessions
  • Trauma reviews
  • Ballistics tests
  • Read and analyze major case decisions (Supreme Court, State, and Federal Cases)
  • Class Discussion
  • Practice fingerprinting and evidence collection
  • Review of famous historical criminal cases
  • Criminal Law in the News (daily practice)
  • You be the judge- Practice Cases
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • Daily Journaling
  • Debates and oral presentations

Summative/ Benchmark

  • Final Crime Scenes
  • Presentation of Case Evidence
  • Forensic strategies written assessment

Alternative Assessments

• Critique of peer crime scenes

• Studies of Previous Case Law

• Write opinions and dissents to go with a trial

• Group Debates and Discussions

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Assorted daily writing prompts and journals

• Careers in Crime Exploration Assessment

•Multiple Choice Tests

Learning Activities

  • Autopsy Reviews
  • Class presentations
  • Speaker Presentations
  • Crime Scene Analysis (Videos and photos)
  • Mock Trials
  • Daily debates
  • Assorted writing prompts and journals
  • Reading Circles
  • Readings in Text
  • Powerpoint and online presentations
  • Kahoot Quizzes
  • Online Portfolios
  • Career Analysis in Naviance
  • Daily Class and Group Discussions
  • Interviews
  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-Police Code of Conduct

-News Articles and Videos

-Documentary on Excessive Force

-The Killer Book of Crime

-FINDLAW.ORG
-supremecourt.gov

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.4

Conduct law, public safety, corrections and security work tasks in accordance with employee and employer rights, obligations and responsibilities, including occupational safety and health requirements.  

9.3.LW.5

Analyze the various laws, ordinances, regulations and organizational rules that apply to careers in law, public safety, corrections and security.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐LEG.5

Analyze the role forensics plays in preventing and solving crimes.  

9.3.LW‐ENF.12

 Demonstrate the procedures to properly protect, document and process the crime scene and all related evidence.  

9.3.LW‐LEG.9

 Analyze the impact of the Fourth, Fifth, Sixth and Fourteenth Amendments on the provision of legal services.

SL.11-12.1.

 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

L.11-12.6.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.4.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

RI.11-12.5.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

W.11-12.1.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.8.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.11-12.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues



Unit Title

Unit 6- Atypical Crimes

Timeframe 

7 Weeks

Unit Summary

This unit will explore various types of crimes that are uncommon within the field of criminal justice. The unit will explore serial crime and how to profile serial killers. The unit will explore the phenomenon of mass shootings. Terrorism, riots, and other modern criminal activities will be examined. Students will then be allowed to devise a project on any type of abnormal crime they choose to explore.

Learning Targets

Essential Questions

  • What is an atypical crime?
  • What are the predictors of psychopathology?
  • How can we profile serial killers while trying to catch them?
  • What are mass shootings and why have they become so problematic?
  • How has terrorism changed policing in America?
  • Does America’s right to privacy trump the desire to stop terrorists?

Enduring Understandings

Students will understand:

  • The psychological framework for serial crime.
  • They psychological framework for mass shootings.
  • Issues surrounding mental health and competency to stand trial
  • How terrorist activity is monitored
  • Issues of security in regards to tracking terrorists
  • Careers in profiling

Know

By the end of this unit, students will know

  • The most famous American serial killers
  • The history of serial crime
  • What psychological factors contribute to serial crime
  • The difference between sociopaths, psychopaths, and other types of killers
  • Risk factors for teenagers and mentally disturbed individuals
  • Gun control and 2nd amendment controversies
  • How terrorism is combatted
  • Privacy issues associated with abnormal crime

Do

By the end of this unit, students will be able to

  • Evaluate famous serial crimes
  • Critique cases through history
  • Profile a killer
  • Understand the psychological background of abnormal crimes
  • Analyze constitutional rights regarding privacy in America
  • Critique laws about guns and their relationship to mass shootings
  • Understanding the factors and warning signs associated with mass shootings
  • Understand terrorist tracking practices in America

Evidence of Learning

Formative

  • Readings in Serial Crime
  • Historical articles about famous cases in American history
  • Read and analyze major case decisions (Supreme Court, State, and Federal Cases)
  • Class Discussion
  • Review of famous historical criminal cases
  • Criminal Law in the News (daily practice)
  • You be the judge- Practice Cases
  • Small Group and Whole Class Discussion
  • Teacher observation of student performance  
  • Formal and informal writing samples
  • Projects  
  • Synchronous and asynchronous discussions
  • Diagnostic tests  
  • Socratic Circles
  • Daily Journaling
  • Debates and oral presentations

Summative/ Benchmark

  • Gun control debate
  • Serial Killers Project
  • Oral Presentation- Profile Our Killer
  • Terrorism Unit Essay Assessment
  • Essay on Mass Shootings (various topic choies)

Alternative Assessments

• Profile Essays

• Group Debates and Discussions

• Alternative Projects

• Case Analysis Essays (Argument Writings)

• Assorted daily writing prompts and journals

• Careers in Crime Exploration Assessment

•Multiple Choice Tests

Learning Activities

  • Mock Trials
  • Group Analysis Projects
  • Daily debates
  • Assorted writing prompts and journals
  • Reading Circles
  • Readings in Text
  • Powerpoint and online presentations
  • Kahoot Quizzes
  • Online Portfolios
  • Career Analysis in Naviance
  • Daily Class and Group Discussions
  • Interviews
  • In the news- Case Studies Based on Real Crimes
  • Student Choice- Cases from the past and present
  • Poster Projects
  • Daily Debates (Major Issues)
  • Google Classroom Journal Reflections
  • 5 minute crime puzzles

Materials / Equipment / Resources

Core Instructional

Materials and Texts

-Text: Criminal Justice Today

-Text: Introduction to Criminal Justice

-They Broke the Law, You Be the Judge

-Crime and Puzzlement

-The Juvenile Justice System

-DOJ.com

-Police Code of Conduct

-News Articles and Videos

-Documentary on Excessive Force

-The Killer Book of Crime

-FINDLAW.ORG
-supremecourt.gov

Equipment

-LCD Projector and Laptop,

-Student Chromebooks

- Classroom Text Sets

Supplemental Resources

-Additional Texts

-Introduction to Criminal Law (Text)

-NY Times Articles

-Famous Cases in History (series)

-John Douglas- In the MInd of a Killer

Standards

Content Statement

Indicator

9.3.LW.1

Analyze the nature and scope of the Law, Public Safety, Corrections & Security Career Cluster and the role law, public safety, corrections and security play in society and the economy.

9.3.LW.4

Conduct law, public safety, corrections and security work tasks in accordance with employee and employer rights, obligations and responsibilities, including occupational safety and health requirements.  

9.3.LW.5

Analyze the various laws, ordinances, regulations and organizational rules that apply to careers in law, public safety, corrections and security.

9.3.LW.6

Describe various career opportunities and means to those opportunities in each of the Law, Public Safety, Corrections & Security Career Pathways.  

9.3.LW‐ENF.11

 Describe law enforcement protocols and procedures designed to handle incidents related to homeland security, terrorism and other disaster situations.  

9.3.LW‐SEC.4    

Describe the legal, regulatory and organizational guidelines governing the security and protective services.  

9.3.LW‐SEC.5

Analyze the impact of federal, state and local laws on the security and protective services field.

 9.3.LW‐SEC.6

Apply ethical and legal responsibilities of security and protective services personnel to various situations in the security and protective services field.

9.3.LW‐SEC.18

Summarize the importance and roles of intelligence analysis in crime prevention and homeland security.  

SL.11-12.1.

 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

L.11-12.6.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.11-12.1.

Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.

RI.11-12.4.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text

RI.11-12.5.

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

W.11-12.1.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.3.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.7.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.11-12.9.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Students will be given additional time for timed sections.
  • Students will be given one on one support as needed.
  • Modifications of projects and materials as needed
  • Use graphic organizers
  • Modify tests as needed
  • Use modified SAT grading Rubrics
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Mnemonic aids/devices
  • Frequent checks for understanding
  • Modified grading scales or project rubrics as needed

504s

  • Projects are designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments
  • Extended time is allotted for students as directed
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids;
  • Provide multiple grouping opportunities
  • Structure learning around explaining or solving a social or community-based issue
  • Study sheets/summary sheets/outlines of most important facts
  • Supplemental aids (vocabulary, summary cards, modern translation of original work, etc.); Using audio of texts
  • Visual demonstrations and multisensory materials
  • Mnemonic aids/devices
  • Additional time for test preparation
  • Review/testing matched to student pace
  • Test directions read/explained thoroughly
  • Modified grading rubrics as needed

ELLs

  • Offer graphic organizers where needed
  • Read with a partner or teacher
  • Allow extra support and test preparation
  • Allow students to use thesaurus and dictionary tools while writing and reading
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community Students will be allowed to use online dictionary and thesaurus options
  • Students will be given additional time to brainstorm and organize writing.
  • Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures
  • Provide multiple literacy options
  • Allow students to read articles and essays that are on a different lexile level

G/T

  • Choice projects and additional journals for each unit
  • Students will be offered additional practice questions.
  • When done with work, students will have practice tests to analyze
  • Student choice of texts, projects, etc.
  • Structure learning around explaining or solving a social or community-based issue
  • Additional readings in Criminal Justice Issues