DRAFT Unit Overview

Transcription

1 Content Area: Social Studies Unit Title: Unit 3: Crime and criminal justice issues Unit Overview Target Course/Grade Level: Justice and Society/ th grades Unit Summary This unit explores crime and criminal justice issues; for example, causes of crime, determination of a crime, types of crimes, prevention of crimes, issues dealing with crime such as gangs, serial killers, etc. Primary interdisciplinary connections: Language Arts, Economics, Science and Technology, Geography, Culture, Citizenship, Government, Mathematics 21 st century themes: st Century Life Skills: A. Critical Thinking and Problem Solving, B. Creativity and Innovation, Collaboration, C. Teamwork and Leadership, D. Cross-Cultural Understanding and Interpersonal Communications, E. Communication and Media Fluency, Accountability, and Ethics Unit Rationale Understand the types of crimes and explore a few in depth. Understand the elements needed to determine the degree that one is culpable when said crime is committed. Learning Targets Standards 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Content Statements :2 The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, states rights, and federal power shaped the development of the political institutions and practices of the new Republic :14 Differing views on government s role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives :15 The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies :16 Analyze government efforts to address intellectual property rights, personal privacy, and other ethical

2 issues in science, medicine, and business that arise from the global use of new technologies. CPI # Cumulative Progress Indicator (CPI) A.2.e Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States D.14.b Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States A.16.b Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. Unit Essential Questions Unit Enduring Understandings What is a crime? What are some types of Understand the various types of crimes. crimes? (i.e., arson, assault and/or battery, Explore a/or some type(s) of crime(s) in depth. burglary, kidnapping, larceny, homicide Understand the elements needed to determine the (includes: Manslaughter and murder), degree that one is culpable when a crime is possession, sexual assault (rape), robbery) committed. How does one determine if a crime occurred? Why is this important to the prosecutor s Understand the seriousness of various crimes that office? (Key factors: prohibited act criminal our nation deals with today. conduct/actus reus; failing to act; legal duty; criminal intent mens rea specific/general/negligence/strict liability; recklessness; concurrence of the act and the intent; causation harm, attempted harm and types of harm.) What is the difference between a felony,

3 misdemeanor, and violation? What do the following terms mean? Actus reus, attempt, Mens rea, causation, concurrence, corpus delicti, crimes of omission (failure to act, conspiracy, constructive intent, elements of a crime, inchoate offenses, incomplete crimes, intent, Mala in se, Mala prohibita, solicitation, strict liability crimes, alibi, consent, defenses, duress, entrapment, immunity, insanity, mistake or ignorance of fact or law, necessity, self-defense, youth.) What are the ingredients needed to define a crime? What is the significance of intent? How does intent impact the determination of crime s severity? What are some infamous serial killers? How does one determine the difference between a murder and serial killer? What is a gang? What is the legal definition? What is the attraction of gangs for youths? What types of people tend to be attracted to gangs? What are some types of gang prevention methods? *Create other essential questions specific to type of crime that the case study covers. Unit Learning Targets Students will... Understand the definition of crime and the types of crimes. Define and analyze the elements (ingredients) of a crime and the importance of this for criminal law. Understand and analyze specific crime(s) in depth (i.e., gangs, serial killers, stalkers, drugs). Understand the seriousness of various crimes that our nation deals with today. Understand and appreciate the ways to treat the victim, victims family and the criminal. Distinguish between the various parties to a crime and understand the concept of a conspiracy. Understand the difference between criminal responsibility, legal duty (rime of omission) and moral responsibility Apply his/her understanding of the concepts in analyzing a crime by analyzing hypothetical situations. Understand how crimes are categorized and defined Identify and analyze the attraction of gangs, the demographics of gangs, role that racism plays in the formation of gangs. Analyze how gangs are perceived and what types of prevention methods are used and determine its success Explore the various organizations that may be involved in dealing with specific crimes. Explore the different roles that the police, the courts play in dealing with these crimes. Appreciate the significance of statistics dealing with these crimes. Evidence of Learning Summative Assessment (X days)

4 Unit debate and/or project. Equipment needed: Teacher Resources: Informational Organizations: New Jersey Department of Law & Public Safety Division of the New Jersey State Police Intelligence Services Section Street Gang Bureau & Analytical Support Unit Documentaries: Gang War: Bangin in Little Rock Murder on a Sunday Morning Serial Killers: The Criminal Profiler The Meth Epidemic The Ice Man Interviews: Conversations with a Killer Articles: Imposing Civil Ordinances against Gangs is Unconstitutional, Gang Injunctions can Prevent Teenage Violence, Gansta Rap Music Contributes to Gang related Juvenile Crime, Curfews May be Ineffective and Discriminatory, Governments Efforts in Gang Prevention, and The Rise of Girl Gangs. Crime Victims? (From the Criminal Justice in America) Formative Assessments Have students look at statistics and graphs of gang activity in New Jersey for the: New Jersey Department of Law & Public Safety Division of the New Jersey State Police Intelligence Services Section Street Gang Bureau & Analytical Support Unit Worksheets Discussion questions Homework Charts Have students will read the article and answer questions about an article related to gangs. Possible articles: Imposing Civil Ordinances against Gangs is Unconstitutional, Gang Injunctions can Prevent Teenage Violence, Gansta Rap Music Contributes to Gang related Juvenile Crime, Curfews May be Ineffective and Discriminatory, Governments Efforts in Gang Prevention, and The Rise of Girl Gangs.

5 Have students research one of the following topics and complete a book review or another type of project: Drug Trafficking Homicide including serial killers; Gangs (youth gangs/organized crime) Property Crimes arson, vandalism, larceny, burglary, robbery, forgery, etc Child Abuse Sexual Assault Domestic Violence Terrorism Bias crimes/hate Crimes Computer crimes Stalking Have student read scenarios (which can be found in the textbook) and answer the following questions: Was a crime was committed and by whom? What role did each play as party in the crime? How the state will charge each person? Lesson Plans Lesson Timeframe Lesson 1 Name of Lesson 1 X hours/days Lesson 2 Name of Lesson 2 X hours/days Lesson 3 Name of Lesson 3 X hours/days Teacher Notes: You still find essential question specific to gangs and serial killers. However essential questions can be created for other types of crimes that may be explored in a case study. Curriculum Development Resources Click the links below to access additional resources used to design this unit:

6 Content Area: Lesson Title: Lesson Plan 1 Template Lesson Components 21 st Century Themes Timeframe: X hours/days Global Awareness Creativity and Innovation Interdisciplinary Connections: Integration of Technology: Equipment needed: Financial, Economic, Business, and Entrepreneurial Literacy Critical Thinking and Problem Solving Civic Literacy 21 st Century Skills Health Literacy Communication Environmental Literacy Collaboration Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Lesson Sequence Differentiation Resources Provided

7 LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly Are challenging and require higher order thinking and problem solving skills Allow for student choice Provide scaffolding for acquiring targeted knowledge/skills Integrate global perspectives Integrate 21 st century skills Provide opportunities for interdisciplinary connection and transfer of knowledge and skills Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills Are varied to address different student learning styles and preferences Are differentiated based on student needs Are student-centered with teacher acting as a facilitator and colearner during the teaching and learning process Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives Provide opportunities for student reflection and self-assessment Provide data to inform and adjust instruction to better meet the varying needs of learners Curriculum Design Template

8 Content Area: Course Title: Grade Level: Unit Plan 1 Unit Plan 1 Unit Plan 3 Unit Plan 4 Unit Plan 5 Unit Plan 6 Date Created: Board Approved on: