CRIME AND PUNISHMENT

Transcription

1 CRIME AND PUNISHMENT Grade: 11 & 12 (ELECTIVE) Prerequisite: US HISTORY I Credits: 2.5 ABSTRACT Crime and Punishment provides a comprehensive overview of the American justice system. Students will explore how crime and punishment have an impact on their lives. Students will actively participate in such topics as: current crime issues, gangs, organized crime, police conduct, prison life, juvenile delinquency, and much more. Activities will include field trips, guest speakers, debates, and roundtable discussions. Throughout the course, students will be exposed to the various careers related to criminal justice. 1

2 UNIT: Crime and Victims September October 4 Weeks Violent Crime October November 5 Weeks Law Enforcement November December 4 Weeks ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS Social Studies D D.2 Common Core RH WHST Technology st Century Life & Careers A B C Social Studies D D.2 Common Core RH WHST Technology st Century Life & Careers A B C Social Studies D D.2 Common Core RH WHST Technology st Century Life & Careers A B C ENDURING UNDERSTANDINGS: (Students will Understand that...) 1. Certain activities are defined as criminal by society. 2. There are many victims, including society as a whole, of any one crime. 3. Societies usually have ways to help victims of crime. 4. The United States maintains detailed statistics on crime, criminals, and victims. 5. Crime has always been a 1. There are many factors that influence violent crime, creating patterns and trends in statistical data. 2. Throughout history, print media, digital media, news, and Hollywood have publicized many murderers/serial killers. 3. Society has exhibited a fascination with organized crime and gang activity. 1. The police organized to serve and protect. They perform multiple tasks such as traffic control, investigating crime, testifying in court etc. 2. Law enforcement in the U.S. is more decentralized in comparison to other Western Democracies. 3. Organized law enforcement in America traces back to London and Sir Robert Peele. 2

3 UNIT: Crime and Victims September October 4 Weeks significant part of American history. 6. Crimes are defined and classified in ways that indicate severity levels. 7. Criminal intent must be determined for certain crimes. 8. Affirmative defenses are occasionally abused but are, nonetheless, crucial to our criminal justice system. Violent Crime October November 5 Weeks Law Enforcement November December 4 Weeks 4. The accused have constitutional rights and protections against illegal search, seizure and selfincrimination. 5. Society has placed limits on police authority. 6. Citizens should be aware of how to interact with law enforcement personnel. 7. Advances in technology and science have had a major role in how police investigate crime scenes. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) How do societies define criminal activities? How does crime affect society? What can society do for victims of crime? How does our society measure crime? Do any factors exculpate people who commit criminal acts? What are the roots and factors that contribute to violent crime? Has modern day media publicized and glorified aspects of violent crime? What role has organized crime and gang life played in certain communities. What role has society established for the police? How did organized law enforcement develop, and what does it look like in America today? What physical and legal protections do citizens have against the police? STAGE 2: ASSESSMENT EVIDENCE 3

4 PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) 1. Journals 2. Letters 3. Oral Presentations 4. Debates 5. Mock Trial 6. Case Studies Reports Tests/Quizzes Media Analysis Writing Rubrics Unit assessment Midterm Exam 1. Journals 2. Letters 3. Oral Presentations 4. Debates 5. Mock Trial 6. Case Studies Reports Tests/Quizzes Media Analysis Writing Rubrics Unit assessment Midterm Exam 1. Journals 2. Letters 3. Oral Presentations 4. Debates 5. Mock Trial 6. Case Studies Reports Tests/Quizzes Media Analysis Writing Rubrics Unit assessment Midterm Exam RESOURCES: Supplemental resources Web Media Current Events Census Data Internet/Ipads/Computers Supplemental resources Web Media Current Events Census Data Internet/Ipads/Computers Supplemental resources Web Media Current Events Census Data Internet/Ipads/Computers 4

5 SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) STAGE 3: LEARNING PLAN Identify and explain types of violent and property crimes. Assess the impact of crime on victims. Analyze how crime affects government policy, society and local neighborhoods. Discuss ways society assists victims. Categorize the way the U.S. keeps crime statistics. Hypothesize about who has the greatest chance of being a victim of violent and property crimes. Outline crime throughout American history. List and compare the different level of crime. Discuss and debate criminal intent in relation to specific crimes. Devise an affirmative legal defense. SUGGESTED TOPICS: Hammurabi s Code Victim s Bill of Rights 5 List and discuss social factors that influence violent crime. Make comparisons between the crime rate and various social factors. Formulate a connection between violent crime, video games and music. Examine case studies of infamous violent criminals. Discuss organized crime and gang activity in the tri-state area. Evaluate the impact of organized crime on legitimate business. Explore and judge the impact of the Italian Mafia on television and Hollywood. Describe the affect of gang activity on urban minority youth and the rising immigrant population. SUGGESTED TOPICS: Substance abuse and crime Cultural environment and crime. Instrumental vs. expressive Identify and discuss the role of police officers. Summarize the evolution of law enforcement from the 1300 s 1700 s in England to modern day America. Describe and compare law enforcement at the federal, state, county and municipal levels. Categorize physical and legal protections. Critique Miranda v. Arizona and its significance to criminal procedure. Critique Mapp v. Ohio and its significance to criminal procedure. Define the exclusionary rule. Debate the use of racial profiling. Identify and discuss police protocols and procedures. Outline a crime scene investigation. Investigate how science and technology have impacted CSI throughout history. SUGGESTED TOPICS:

6 CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Uniform Crime Report Crime Rate National Crime Victimization Survey Common Law Ethnic Urban Gangs in the 19 th Century Civil Right Movement 1920 s prohibition White Collar Crime: Enron, Maddoff, Charles Keating Affirmative Defenses Ingredients of a crime - Intent Statistical analysis of data Current events Tiered Lessons Flexible Grouping R.A.F.T Project Based learning Compacting Video case studies Multimedia presentations Open-ended writing responses Conclusions and analysis of exploratory activities Research reports Applicable career options are discussed as they arise 6 violence Family dynamics and crime Biological factors Video games and music and crime rate. Case studies: Jack the Ripper Son of Sam Ted Bundy Charles Manson OJ Simpson Jeffry Dahmer Organized Crime West Coast Gang Activity. Statistical analysis of data Current events Tiered Lessons Flexible Grouping R.A.F.T Project Based learning Compacting Video case studies Multimedia presentations Open-ended writing responses Conclusions and analysis of exploratory activities Research reports Applicable career options are discussed as they arise Sir Robert Peele New York and Boston Police history Fourth Amendment Fifth Amendment Interrogation techniques Racial profiling Case Study: Rodney King Abner Louima Amadu Diallo Internal Affairs Use of force/deadly force. Types of evidence History of CSI Ethics of forensic science Statistical analysis of data Current events Tiered Lessons Flexible Grouping R.A.F.T Project Based learning Compacting Video case studies Multimedia presentations Open-ended writing responses Conclusions and analysis of exploratory activities Research reports Applicable career options are discussed as they arise

7 throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the criminal justice field. Special Education- Modifications & accommodations as listed in the student s IEP Prioritize tasks Modified assessments and projects ELL- Graphic organizers At Risk- Tiered Interventions pending on lessons ELL Students- Instruction will be based on language proficiency. GIFTED- Enrichment Activities that are unit specific throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the criminal justice field. Special Education- Modifications & accommodations as listed in the student s IEP Prioritize tasks Modified assessments and projects ELL- Graphic organizers At Risk- Tiered Interventions pending on lessons ELL Students- Instruction will be based on language proficiency. GIFTED- Enrichment Activities that are throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the criminal justice field. Special Education- Modifications & accommodations as listed in the student s IEP Prioritize tasks Modified assessments and projects ELL- Graphic organizers At Risk- Tiered Interventions pending on lessons ELL Students- Instruction will be based on language proficiency. GIFTED- Enrichment Activities that are unit specific 7

8 unit specific UNIT: (Title, Month(s), Number of Days) The Criminal Case December 5 weeks Corrections January 4 weeks ESTABLISHED GOALS: (NJ CCCS and/or CCS) ENDURING UNDERSTANDINGS: (Students will Understand that...) STAGE 1: DESIRED RESULTS NJCCS Social Studies D D.2 Common Core RH WHST Technology st Century Life & Careers A B C 1. Trial courts have been established to direct the proceedings that protect the rights of citizens and determine guilt or innocence. 2. Appellate courts exist to examine if the proceedings of the trial courts were conducted in a legal manner, offering extra 8 NJCCS Social Studies D D.2 Common Core RH WHST Technology st Century Life & Careers A B C C 1. There are a variety of penalties and approaches within American corrections, but all of the theories follow a basic philosophy. 2. Incarceration plays a major role in American corrections. 3. Opinions on what the appropriate penalties for a crime

9 ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) levels of protection to the rights of American citizens. 3. Our society uses the criminal case process to determine the guilt of the accused. 4. In the U.S., the accused person is innocent until proven guilty. During the criminal case process, the burden of proof rests on the prosecution, who must prove its case beyond a reasonable doubt. 5. The trial is the venue for the state/prosecution to present its evidence to neutral fact finders (jury or judge), which is then challenged by the defense. What is the role of the criminal court system in our society? How does our society decide if a person, who is accused of a crime, is guilty? What is the role of the trial in the criminal case process? Who are the important participants in the trial? vary among members of society. 4. Punishment is commensurate with what federal and state governments have decided is the severity of the crime. 5. If a person is charged and convicted of a crime his or her rights as an American citizen will be greatly restricted. What does punishment look like in America today? How did American corrections arrive at this point? What is an acceptable level of punishment for committing a crime? Has mandatory sentencing for minor and/or drug offenses placed too many people behind bars? What prevents me from committing a crime? 9

10 PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) RESOURCES: SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) STAGE 2: ASSESSMENT EVIDENCE 1. Journals 1. Journals 2. Letters 2. Letters 3. Oral Presentations 3. Oral Presentations 4. Debates 4. Debates 5. Mock Trial 5. Mock Trial 6. Case Studies 6. Case Studies Reports Tests/Quizzes Media Analysis Writing Rubrics Unit Assessment Midterm Exam Supplemental resources Web Media Current Events Census Data Guest Speakers Mock Trial Cases Internet/Ipads/Computers Research and perform case study of Thomas Carter. Critique the Law and Order case, The People v. Marcus Curry. Compare the two systems of 10 Reports Tests/Quizzes Media Analysis Writing Rubrics Unit Assessment Midterm Exam Supplemental resources Web Media Current Events Census Data Guest Speakers Internet/Ipads/Computers STAGE 3: LEARNING PLAN Discuss and analyze the five major theories of punishment. Analyze the use of punishment in Colonial America. Debate the practice of mandatory sentencing laws.

11 CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) criminal courts. Outline and articulate orally the Adversary System of criminal court. Construct a model of the Appellate Court system. Review the criminal trial process and reenact a trial, showing and explaining the roles of all participants. Generate and plan prosecution and criminal defense tactics. SUGGESTED TOPICS: The Court System The Burden of Proof Trial Law Judges and juries Verdicts The Court of Appeals The Court of public opinion Statistical analysis of data Current events Tiered Lessons Flexible Grouping R.A.F.T 11 Hypothesize as to why America has one of the largest incarceration rates in the world. Research and discuss the various types of prisons and security levels. Group discussions on the various types of punishment. Formal debate on capital punishment Compare crime rates in states with and without it. Research and assess state and federal determinations of levels of punishment. Discuss why people do not commit crime. SUGGESTED TOPICS: Corporal punishment Public corrections Criminal Law Mandatory sentencing Town, County, State and Federal penitentiaries Curbing criminal behavior Rehabilitation v. incarceration Statistical analysis of data Current events Tiered Lessons Flexible Grouping R.A.F.T

12 learning activities are included in this unit that will help achieve the desired results?) Project Based learning Compacting Video case studies Multimedia presentations Open-ended writing responses Conclusions and analysis of exploratory activities Research reports Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the criminal justice field. Special Education- Modifications & accommodations as listed in the student s IEP Prioritize tasks Modified assessments and projects ELL- Graphic organizers ELL Students- Instruction will be based on language 12 Project Based learning Compacting Video case studies Multimedia presentations Open-ended writing responses Conclusions and analysis of exploratory activities Research reports Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the criminal justice field. Special Education- Modifications & accommodations as listed in the student s IEP Prioritize tasks Modified assessments and projects ELL- Graphic organizers ELL Students- Instruction will be based on language

13 proficiency. proficiency. At Risk- Tiered Interventions pending on lessons GIFTED- Enrichment Activities that are unit specific At Risk- Tiered Interventions pending on lessons GIFTED- Enrichment Activities that are unit specific 13