Admin of Justice CGuide-CTE

Hanford Joint Union High School
DISTRICT CURRICULUM GUIDE
I. COURSE NAME: Administration of Justice I: Understanding Legal Systems
Grade Level: 10
Prerequisite: none
Duration: one year
Credit: CTE
Justification/Student Need: 1st course in Law/Law Enforcement Pathway
Textbook/Adoption Date: March 2009; Street Law: A Course in Practical Law;
Glencoe, 2005
Board Approval: March 2009
II. COURSE DESCRIPTION
AOJ I: Understanding Legal Systems is the first of a three course series in a law/law
enforcement pathway within the Administration of Justice program at Hanford West High
School. The purpose of this course is to provide a basic understanding of the justice
system. The course examines the law enforcement process, the court system, the
correctional system, basic constitutional law and principles, and other related law
enforcement issues. Students will be exposed to the variety of law enforcement careers
available to them and will get a taste of what it is like being a member of the legal and
law enforcement community.
III. CENTRAL INTELLECTUAL PURPOSE

Communications
Reading
Students will read case studies, court documents, police reports, forensic reports,
appropriate short story fiction pieces, along with the standard textbook.
Writing
Students will do weekly quick writes, keep a reflective journal, write formal
informative and persuasive essays, and develop legal report writing skills
including interview writing, memo writing, and criminal report writing.
Speaking
Public speaking will be a key component in this class through individual
speeches, both impromptu and prepared, and debates. Students will be exposed to
speaking with various types of individuals in a variety of legal situations.
Critical Thinking/Problem Solving

Students will develop and refine critical thinking and problem solving skills
through a variety of simulations, role-plays, decision-making activities, journal
writing, debates, and essays.
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Research
Students will research topics for debates and speeches, the career unit, and the
unit on Crime Scene Investigation. This research will involve traditional library
resources, personal interviews, and internet sources.
Technology
Students will directly utilize internet, word processing, and PowerPoint
presentation technology. They will be exposed to the types of technology used in
the law and law enforcement fields.
Ethics
Ethics is a key component of the Administration of Justice program. Students will
learn about conflict management, how ethics affects the law, the ethical
requirements to be in the legal and law enforcement field, and how ethics interacts
with our guaranteed freedoms.
IV. CONTENT/TIMELINE/ PERFORMANCE STANDARDS

In addition to the CAHSEE standards, Administration of Justice courses will infuse the
California Career Technical Education Standards for the Public Services Sector, focusing
on the Legal and Government and Protective Services Pathways. Those focus standards
are:
Foundation Standards
1.0 Academics (Based on California Math, Science, and History-Social Science
Standards)
2.0 Communication (Based on California English-Language Arts Standards)
3.0 Career Planning and Management
4.0 Technology
5.0 Problem Solving
6.0 Health and Safety
7.0 Responsibility and Flexibility
8.0 Ethics and Legal Responsibilities
9.0 Leadership and Teamwork
10.0Technical Knowledge and Skills
Pathway Standards
B. Legal and Government Services Pathway
C. Protective Services Pathway
SPECIAL NOTE: All BOLD state standards are California HS Exit Exam standards.
The activities listed correlate with the California State Content standards for Career
Technical Education—Public Services Sector (Legal and Government
Pathway/Protective Services Pathway.
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FIRST SEMESTER
First Six Weeks
SDAIE Instructional Strategies

• Journal Writing/Quickwrites
• Graphic Organizers
• Note-taking
• Role-Playing
• Directed Reading-Thinking Activity
• Jigsaw
• Think-Pair-Share
(Unless noted activities are from the Street Law Teacher Manual.)
I. What Is Law? (2 weeks)

Summary: Students will learn the definition of law and the kinds of laws that exist.
Students then learn how laws are related to values, human rights, and responsibilities
within the framework of the U.S. Constitution.
Textbook: Chapter One
Community Resources: Guest Speaker-Lawyer or Judge
Activities: Ring Game—develops an understanding of why we need laws. Case Study—
The Shipwrecked Sailors. Jigsaw—traces the evolution of law from Hammurabi’s Code
to now. Primary Source Comparison—compare Bill of Rights with Universal
Declaration of Human Rights. Case Study—The Apathetic Bystander. Primary Source
Analysis—comparing the constitutionality of laws.
II. Lawmaking (1 week)

Summary: Students learn how laws are made by the United Nations, by U.S. legislatures
and regulatory agencies, and by courts that establish precedent.
Textbook: Chapter Two
Community Resources: Guest Speakers-Lawyer, Judge, or Politician; Field Trip-City
Council or County Board of Supervisors Meeting
Activities: Debate—“All students over 14 years of age should be able to vote for the
school board.” Case Study—The Unclear Law. Simulation—Drafting a Law. Research
& Writing—Assessing Landmark Supreme Court Cases.
III. Settling Disputes (1 week)

Summary: Students learn about alternatives to adjudication and develop practical skills
in resolving disputes.
Textbook: Chapter Four
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Community Resources: Guest Speakers-Counselor
Activities: Compare/Contrast Essay—Comparing Adjudication and Mediation. Role
Play—Problems at the Mall.
IV. The Court System (2 weeks)

Summary: Students learn about trials, appeals courts, and tribal courts, as well as the
powers of the Supreme Court within the U.S. system of justice.
Textbook: Chapter Five
Community Resources: Guest Speakers-Judge, Court Administrator, Jury Commissioner;
Field Trips-Courtroom
Activities: Graphic Organizer—Analyzing a Trial. Case Study—Taking a Car by
Mistake. Case Study—Gideon v. Wainwright. Guest Speaker—Judge or Court
Administrator
FOUNDATION STANDARDS
History-Social Science Standards
(10.1) Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
(10.1.1) Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.
(11.1.2) Analyze the ideological origins of the American Revolution, the Founding
Fathers’ philosophy of divinely bestowed unalienable natural rights, the
debates on the drafting and ratification of the Constitution, and the addition of
the Bill of Rights.
(11.1.3) Understand the history of the Constitution after 1787 with emphasis on federal
versus state authority and growing democratization.
(12.1) Students explain the fundamental principles and moral values of American
democracy as expressed in the U.S. Constitution and other essential documents of
American democracy.
(12.2.3) Discuss the individual’s legal obligations to obey the law, serve as a juror, and
pay taxes.
(12.2.5) Describe the reciprocity between rights and obligations; that is, why enjoyment of
one’s rights entails respect for the rights of others.
(12.4.1) Discuss Article I of the Constitution as it relates to the legislative branch,
including eligibility for office and lengths of terms of representatives and
senators; election to office; the roles of the House and Senate in impeachment
proceedings; the role of the vice president; the enumerated legislative powers; and
the process by which a bill becomes a law.
(12.5) Students summarize landmark U.S. Supreme Court interpretations of the
Constitution and its amendments.
Communication Standards-Reading
(2.1) Analyze the structure and format of functional workplace documents, including
the graphics and headers, and explain how authors use the features to achieve
their purposes.
(2.3) Generate relevant questions about readings on issues that can be researched.
Specific applications of Reading Comprehension standards (grades eleven and
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twelve):
(2.3) Verify and clarify facts presented in other types of expository texts by using a
variety of consumer, workplace, and public documents.
Communication Standards-Writing & Language Conventions

(2.3) Write expository compositions, including analytical essays and research reports:
a.Marshal evidence in support of a thesis and related claims, including
information on all relevant perspectives.
b.Convey information and ideas from primary and secondary sources accurately
and coherently.
(1.1) Demonstrate control of grammar, diction, and paragraph and sentence structure
and an understanding of English usage.
(1.2) Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
(1.3) Reflect appropriate manuscript requirements in writing.
Communication-Listening and Speaking

(2.3) Apply appropriate interviewing techniques:
(2.5) Deliver persuasive arguments (including evaluation and analysis of problems
and solutions and causes and effects):
Technology
(4.5) Use technologies to analyze and interpret information.
Problem Solving and Critical Thinking

(5.1) Apply appropriate problem-solving strategies and critical thinking skills to work-
related issues and tasks.
(5.2) Understand the systematic problem-solving models that incorporate input,
process, outcome, and feedback components.
(5.3) Use critical thinking skills to make informed decisions and solve problems.
Responsibility and Flexibility

(7.1) Understand the qualities and behaviors that constitute a positive and professional
work demeanor.
(7.2) Understand the importance of accountability and responsibility in fulfilling
personal, community, and workplace roles.
(7.3) Understand the need to adapt to varied roles and responsibilities.
(7.4) Understand that individual actions can affect the larger community.
Ethics and Legal Responsibilities

(8.2) Understand the concept and application of ethical and legal behavior consistent
with workplace standards.
(8.3) Understand the role of personal integrity and ethical behavior in the workplace.
(8.4) Know personal and ethical behaviors that demonstrate commitment to
professional ethics and legal responsibilities.
Leadership and Teamwork

(9.1) Understand the characteristics and benefits of teamwork, leadership, and
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citizenship in the school, community, and workplace settings.
(9.3) Understand how to organize and structure work individually and in teams for
effective performance and the attainment of goals.
(9.4) Know multiple approaches to conflict resolution and their appropriateness for a
variety of situations in the workplace.
(9.5) Understand how to interact with others in ways that demonstrate respect for
individual and cultural differences and for the attitudes and feelings of others.
(9.6) Understand how team diversity can be leveraged to maximize team effectiveness.
PATHWAY STANDARDS
(B—Legal and Government Services Pathway; C-Protective Services Pathway)
B1.1 Know multiple ways of extracting ideas and materials from research and library
resources.
B1.2 Use logical constructs to integrate and organize information and anticipate
counterarguments.
B1.3 Use recognized patterns of discourse, rhetorical skills, images and figures of
speech, and knowledge of situations and audiences to prepare and deliver
compelling arguments regarding issues or proposals.
B2.1 Understand sources of conflict among constituents, constituent groups, and
governing-body peers.
B2.2 Understand the importance of respect for ethical principles to encourage mutual
regard.
B2.3 Know methods of articulating progress to various audiences to sustain support for
present activities and future plans.
B6.2 Use verbal skills and presentation techniques effectively to explain, justify, or
discuss public issues and handle difficult interviews.
B9.1 Know the key elements of the U.S. Constitution and the Bill of Rights; and know
the basic parameters of U.S. and international military, maritime, criminal, and
civil law.
B9.2 Know the basic elements of all aspects of trial procedures.
C1.1 Understand the value of multiple approaches to problem solving. C1.4 Use
conflict-resolution and anger-management procedures to take charge of
problems.
C1.5 Analyze and evaluate ideas, proposals, and solutions to problems.
C2.2 Exercise people skills, including respect, adaptability, and interpersonal skills, to
provide group leadership and promote collaboration.
C2.3 Use team-building skills to solve problems.
C4.2 Use electronic mail, electronic communications networks, and Internet services to
locate, retrieve, and distribute information.
CAHSEE STANDARDS—English/language Arts

10RW1.1 Identify and use the literal and figurative meanings of words and
understand word derivations.
10RC2.5 Extend ideas presented in primary or secondary sources through original
analysis, evaluation, and elaboration.
10RC2.8 Evaluate the credibility of an author’s argument or defense of a claim by
critiquing the relationships between generalizations and evidence, the
comprehensiveness of evidence, and the way in which the author’s intent
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affects the structure and tone of the text (e.g., in professional journals,
editorials, political speeches, primary source material).
Second Six Weeks

• Journal Writing
• Note-taking
• Role-Playing
• Jigsaw
I. Lawyers (1 week)
Summary: Students learn how to determine when a lawyer is needed, how to find and
work with lawyers, and ethical issues related to the practice of law.
Textbook: Chapter Six
Community Resources: Guest Speakers-Lawyer; Field Trip-District Attorney’s Office
Activities: Case Study: The Car Crash. Guest Speaker—Lawyer.
II. Crime in America (2 weeks)

Summary: Students get an overview of crime, including the nature of crimes and the
relationship between crime and gangs, guns, and substance abuse. Students will also
study the impact of crime on victims and will learn strategies to prevent and report
crimes.
Textbook: Chapter Seven
Community Resources: Guest Speakers-Police Officer or Criminologist
Activities: Interview w/SRO—Nature and Causes of Crime. Data Analysis—Crime
Statistics. Case Study—Weapons at School. Debate—Effectiveness of Gun Control
Laws. Law in Action—Child Access Prevention Laws. Simulation—Mock Legislative
Hearing on Urban Drug Problem. Persuasive Essay—Criminal v. Victim Rights.
III. Juvenile Justice (2 weeks)

Summary: Students learn the difference between the juvenile justice system and the
(adult) criminal system. Students will learn how the juvenile justice system deals with
status offenders, neglected and abused children, and delinquent offenders. Students will
also learn about the rights of juveniles and the current debate about treating juveniles as
adults.
Textbook: Chapter Sixteen
Community Resources: Guest Speakers-Boot Camp Officer, Juvenile Probation Officer
Activities: You Be The Judge—Determining Juvenile Status. Law in Action—Hearing
on a Curfew for Teens. Case Study—Gerald Gault. Research—Juvenile Crime Statistics.
Writing: Compare/Contrast—Juvenile Law v. Adult Law. Role Play—Youth Courts.
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Case Study—The 15 year old Murderer.
IV. Careers in Law and Law Enforcement (1 week)

Summary: Students will select three occupations in the law/law enforcement field they
are interested in and conduct internet research exploring what the requirements are to get
those jobs and keep those jobs.
Community Resources:
Activities: (This is a unit separate from the Street Law curriculum) Research—Using the
Internet. Writing—Career Exploration Report.
(12.1.6) Understand that the Bill of Rights limits the powers of the federal government
and state governments.
(12.2) Students evaluate and take and defend positions on the scope and limits of
rights and obligations as democratic citizens, the relationships among them,
and how they are secured.
(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under
the Bill of Rights and how each is secured (e.g., freedom of religion, speech,
press, assembly, petition, privacy).
(2.1) Analyze the structure and format of functional workplace documents,
including the graphics and headers, and explain how authors use the features
to achieve their purposes.
twelve):

(2.3) Write expository compositions, including analytical essays and research
reports:
b.Convey information and ideas from primary and secondary sources
accurately and coherently.
(1.1) Demonstrate control of grammar, diction, and paragraph and sentence
structure and an understanding of English usage.
capitalization.
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twelve):

reports:
capitalization.

Technology

(5.1) Apply appropriate problem-solving strategies and critical thinking skills to
work-related issues and tasks.

(7.1) Understand the qualities and behaviors that constitute a positive and
professional work demeanor.

(8.2) Understand the concept and application of ethical and legal behavior
consistent with workplace standards.
(8.3) Understand the role of personal integrity and ethical behavior in the
workplace.
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(9.4) Know multiple approaches to conflict resolution and their appropriateness for
a variety of situations in the workplace.
(9.5) Understand how to interact with others in ways that demonstrate respect for
individual and cultural differences and for the attitudes and feelings of others.
(9.6) Understand how team diversity can be leveraged to maximize team
effectiveness.
PATHWAYSTANDARDS
B1.1 Know multiple ways of extracting ideas and materials from research and
library resources.
B1.2 Use logical constructs to integrate and organize information and anticipate
counterarguments.
B1.3 Use recognized patterns of discourse, rhetorical skills, images and figures of
B9.6 Understand the appropriate application of laws, rules, and standards and
recognize actions in violation of laws, rules, and standards.
C1.5 Analyze and evaluate ideas, proposals, and solutions to problems.
C2.2 Exercise people skills, including respect, adaptability, and interpersonal skills,
to provide group leadership and promote collaboration.
C2.3 Use team-building skills to solve problems.
C4.2 Use electronic mail, electronic communications networks, and Internet
services to locate, retrieve, and distribute information.
C8.1 Understand how federal, state, and local laws and regulations affect protective
service operations.
CAHSEE STANDARDS—English/Language Arts

10WC1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases
(e.g., gerund, infinitive, and participial), and mechanics of punctuation
(e.g., semicolons, colons, ellipses, hyphens).
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10WC1.2 Understand sentence construction (e.g., parallel structure, subordination,
proper placement of modifiers) and proper English usage (e.g.,
consistency of verb tenses).
10WC1.3 Demonstrate an understanding of proper English usage and control of
grammar, paragraph and sentence structure, diction, and syntax.
10WA2.4 Write persuasive compositions.
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to
logic through reasoning; appeal to emotion or ethical belief; relate a
personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence,
including facts, expert opinions, quotations, and expressions of
commonly accepted beliefs and logical reasoning.
d. Address readers’ concerns, counterclaims, biases, and expectations.
Third Six Weeks

• Journal Writing
• Note-taking
• Role-Playing
• Jigsaw
I. Law and Terrorism (2 weeks)

Summary: Students learn how the government has restricted the rights of people during
wartime in an effort to protect America. Students will get an overview of new laws and
policies enacted as a result of the terrorist attacks on September 11, 2001. Students will
be challenged to decide for themselves how much liberty they are willing to give up to
maintain their security.
Textbook: Chapter Seventeen
Community Resources: FBI Agent, Department of Homeland Security Official, SWAT
Team Member
Activities: Graphic Organizer—Comparing Definitions of Terrorism. Research—What is
the Patriot Act? Timeline—Civil Liberties during Wartime. Case Study—The Sneak and
Peek Search. Writing: Position Paper—Gitmo & Due Process. Debate—The United
States is justified in its actions to protect Americans from terrorism.
II. Introduction to Law Enforcement (4 weeks)

Summary: (This is a unit separate from the Street Law curriculum) Students will be
introduced to the profession of law enforcement. Students will learn the basic
requirements to become a peace officer and their job responsibilities. Students will be
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exposed to activities in which they will practice the skills required to be an effective
peace officer.
Community Resources: Investigator, Peace Officer, Dispatcher; Field Trips-Police and
Sheriffs Department, “Ride Along”
Activities: Writing—Law Enforcement Note-taking. Writing—Report Writing. Role-
playing—Being a Cop.
twelve):

reports:
capitalization.

Career Planning and Management

(3.1) Know the personal qualifications, interests, aptitudes, knowledge, and skills
necessary to succeed in careers.
(3.2) Understand the scope of career opportunities and know the requirements for
education, training, and licensure.
Technology

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(7.1) Understand the qualities and behaviors that constitute a positive and
professional work demeanor.

(8.2) Understand the concept and application of ethical and legal behavior
consistent with workplace standards.
(8.3) Understand the role of personal integrity and ethical behavior in the
workplace.

(9.4) Know multiple approaches to conflict resolution and their appropriateness for
a variety of situations in the workplace.
PATHWAYSTANDARDS
(B2.1) Understand sources of conflict among constituents, constituent groups, and
governing-body peers.
(B2.2) Understand the importance of respect for ethical principles to encourage
mutual regard.
(B4.1) Understand specialized investigative techniques, devices, and equipment to
enhance investigation regarding compliance with laws and regulations.
(B4.2) Understand important ways in which information is collected, analyzed,
organized, directed, and disseminated to realize specific objectives.
(B4.3) Understand laws, legal interpretations, rules, or standards that apply to given
situations in the specialty area of interest in legal and government services.
(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and
know the basic parameters of U.S. and international military, maritime,
criminal, and civil law.
(C1.1) Understand the value of multiple approaches to problem solving.
(C1.2) Develop and maintain a constant awareness of potential problems.
(C1.3) Process information effectively to make prompt and effective decisions.
(C1.4) Use conflict-resolution and anger-management procedures to take charge of
problems.
(C1.5) Analyze and evaluate ideas, proposals, and solutions to problems.
(C1.6) Apply critical thinking skills to perform in emergency response situations.
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(C3.5) Know the techniques for restraining individuals without violating their
personal rights or jeopardizing safety.
(C3.6) Ask appropriate questions to investigate accidents and related incidents and
document findings.
(C5.2) Use organizational knowledge to describe how protective services operations
interface with and rely on the other components of the Public Services sector
and vice versa.
(C5.3) Know the response procedures to respond to emergency incidents of any
scale, small to catastrophic.
(C5.4) Understand the relative advantages and disadvantages of proprietary and
contract security operations.
(C6.1) Understand the need for physical fitness and proper nutrition. C6.2 Know the
different physical agility assessments for protective services, and understand
the skills and techniques necessary for success in agility testing.
(C7.1) Know the basic techniques and methods of active listening to obtain and
clarify information in oral communications.
(C7.2) Understand how to use clear, concise, and legible entries from experience and
observation to prepare and submit required reports.
(C9.1) Understand the skills required to deal effectively with emergency situations.
(C9.2) Know the key elements of an action plan.
(C9.3) Understand the management of crisis negotiations to promote the safety of
individuals and the public.
CAHSEE STANDARDS
10WA2.3 Write expository compositions, including analytical essays and research
reports.
a. Marshal evidence in support of a thesis and related claims,
including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources
accurately and coherently. c. Make distinctions between the relative
value and significance of specific data, facts, and ideas.
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SECOND SEMESTER
First Six Weeks

• Journal Writing
• Note-taking
• Role-Playing
• Jigsaw
I. Introduction to Constitutional Law (2 weeks)

Summary: Students are introduced to the study of constitutional law. Students learn how
the Constitution establishes the basic framework of government and the Bill of Rights
protects basic individual liberties in America. The First Amendment will be extensively
covered.
Textbook: Chapter Thirty-Six
Community Resources: Judge, Law School Professor
Activities: Community Survey—The Bill of Rights. Discussion—Basic Concepts of
Constitutional Law. Graphic Organizer—Comparing and Contrasting the Constitution
and UDHR, Speech—Current Issues in Constitutional Law.
II. Freedom of Speech (2 weeks)

Summary: Students will explore the importance of free speech in a democracy and the
ways that government can regulate the time, place, and manner of speech, but not the
content of protected speech.
Textbook: Chapter Thirty-Seven
Community Resources: Lawyer, Community Activist
Activities: Graphic Organizer—Types of Speech. Case Study—The St. Patrick’s Day
Parade. Written Report—Important Freedom of Speech Cases. Debate—Media Rating
Systems. Case Study—The Public Official’s Lawsuit for Libel. Case Study—The
Offensive Speaker. Law in Action—International Forum on hate Speech. Case Study—
The Nazis in Skokie. Case Study—The Flag-Burning. Law in Action—Advising Your
City Council.
III. Freedom of the Press (1 week)

Summary: Students learn about the freedom of the press. They learn that this freedom is
not absolute and it is often controversial and complicated, particularly in the areas of
denying the public and the press access to information and in requiring the press to
disclose information.
Textbook: Chapter Thirty-eight
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Community Resources: Newspaper Editor, Journalist
Activities: Primary Sources—Analyzing Quotations. Persuasive Essay—The 1st
Amendment, the Media, and Censorship. Case Study—The Candidates’ Televised
Debate. Role Play—The Pentagon Papers. Graphic Organizer—The Freedom of
Information Act. Case Study—The Shield Law.
IV. Expression in Special Places (1 week)

Summary: Students learn the ways in which freedom of speech may be limited in special
places such as schools, military bases, and prisons. In these places, people may exercise
their free speech as long as it does not interfere with the goals of the institution, which
may be uniquely concerned with discipline and order.
Textbook: Chapter Thirty-nine
Community Resources: School Administrator, Military Lawyer
Activities: Debate—Free Speech in Schools. Case Study—Student Armbands. Position
Paper—Censorship of the School Newspaper. Graphic Organizer—Free Speech in
Prisons and the Military.
(12.1) Students explain the fundamental principles and moral values of American
democracy as expressed in the U.S. Constitution and other essential documents of
American democracy.
(12.1.3) Explain how the U.S. Constitution reflects a balance between the classical
republican concern with promotion of the public good and the classical liberal
concern with protecting individual rights; and discuss how the basic premises of
liberal constitutionalism and democracy are joined in the Declaration of
Independence as “self-evident truths.”
(12.1.6) Understand that the Bill of Rights limits the powers of the federal government and
state governments
(12.2) Students evaluate and take and defend positions on the scope and limits of rights
and obligations as democratic citizens, the relationships among them, and how
they are secured.
(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under the
Bill of Rights and how each is secured (e.g., freedom of religion, speech, press,
assembly, petition, privacy).
(12.8.1) Discuss the meaning and importance of a free and responsible press.
(12.8.2) Describe the roles of broadcast, print, and electronic media, including the Internet,
as means of communication in American politics.


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Technology


work demeanor.


PATHWAY STANDARDS
(B1.1) Know multiple ways of extracting ideas and materials from research and library
resources.
(B1.2) Use logical constructs to integrate and organize information and anticipate
counterarguments.
(B1.3) Use recognized patterns of discourse, rhetorical skills, images and figures of
(B1.4) Understand the characteristics of effective media presentations.
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(B9.1) Know the key elements of the U.S. Constitution and the Bill of Rights; and know
civil law.
(B9.6) Understand the appropriate application of laws, rules, and standards and recognize
actions in violation of laws, rules, and standards.
(C2.1) Understand the qualities of effective leadership and how to exercise them in a
group and in meetings.
(C2.2) Exercise people skills, including respect, adaptability, and interpersonal skills, to
(C2.3) Use team-building skills to solve problems.
(C4.1) Know software applications skills to create and use spreadsheets, documents,
databases, and presentations.
(C7.1) Know the basic techniques and methods of active listening to obtain and clarify
information in oral communications.
(C8.2) Understand the individual protection granted by the Constitution.
CAHSEE STANDARDS
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Second Six Weeks

• Journal Writing
• Note-taking
• Role-Playing
• Jigsaw
I. Freedom of Religion (1 week)

Summary: Students learn how the establishment clause and the free exercise clause work
together to ensure that government is neutral toward religion. Students will see that in
general the government cannot endorse or impose religious beliefs, nor can it interfere
when individuals practice their religion. Students will also learn about instances when
government can regulate religion.
Textbook: Chapter Forty
Community Resources: Guest Speaker-Lawyer, Pastor or Priest
Activities: Internet Activity—That Old Time Religion. Case Study—The Rabbi’s
Invocation. Case Study—The Amish Children. Debate—Religion and Public Education.
II. Due Process (1 week)

Summary: Students will learn about the constitutional principles of due process or legal
fairness that is guaranteed by the Fifth and Fourteenth Amendments. Substantive due
process means that government cannot interfere with the fundamental liberties or rights
of people without proving it has a compelling interest for doing so. Procedural due
process requires the government to use fair procedures when it deprives a person of life,
liberty, or property.
Textbook: Chapter Forty-one
Community Resources: Guest Speaker-Lawyer, Judge
Activities: Timeline—Due process throughout US History. Case Study—The Right to
Die. Case Study—The Deportment of Permanent Residents.
III. The Right to Privacy (2 weeks)

Summary: Students will learn that the right to privacy is not specifically mentioned in the
Constitution. Many judges and legal scholars believe that the right to privacy is implied,
and that the government should be limited in its ability to invade people’s privacy,
particularly in their homes, in their decisions about contraception and abortion, and in
their personal records. Others argue that since privacy is not part of the Constitution, it
should not be recognized by the courts. Students will be challenged to weigh the
evidence and arguments regarding privacy.
Textbook: Chapter Forty-two
Community Resources: Guest Speaker-Lawyer, Judge
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Activities: Graphic Organizer—Threats to privacy. Debate—Privacy at Home. Case
Study—Peer Grading. Case Study—The Candidate’s Indiscretion. Debate—Abortion
and Privacy Rights. Essay—Privacy and The Patriot Act.
IV. Discrimination Law (2 weeks)

Summary: Students will learn about government’s attempts to limit discrimination. They
will be exposed to the context and issues affecting the public’s and government’s views
on discrimination. Students will understand how the courts determine the difference
between legal and illegal discrimination, particularly in the areas of discrimination based
on race, national origin and citizenship, gender, sexual orientation, age, and disability.
Textbook: Chapter Forty-three
Community Resources: Guest Speaker-Civil Rights Advocate/Lawyer, Judge
Activities: Graphic Organizer—Discrimination Laws. Speeches—Discrimination Issues
Today. Case Study—Affirmative Action in Higher Education. Graphic Organizer—
Employment Laws. Position Paper—Collective Rights. Case Study—Educating the
Children of Undocumented Workers. Graphic Organizer—Title IX. Case Study—
Lawrence v. Texas. Debate—Discrimination and Disabilities. Case Study—The
Unwanted Tenant.
(12.1.6) Understand that the Bill of Rights limits the powers of the federal government and
state governments
(12.2) Students evaluate, take and defend positions on the scope and limits of rights and
obligations as democratic citizens, the relationships among them, and how they
are secured.
(12.2.1) Discuss the meaning and importance of each of the rights guaranteed under the
Bill of Rights and how each is secured (e.g., freedom of religion, speech, press,
assembly, petition, privacy).
(12.2.5) Describe the reciprocity between rights and obligations; that is, why enjoyment of
one’s rights entails respect for the rights of others.
(12.2.6) Explain how one becomes a citizen of the United States, including the process of
naturalization (e.g., literacy, language, and other requirements).
(12.3.3) Discuss the historical role of religion and religious diversity.
(12.5.1) Understand the changing interpretations of the Bill of Rights over time, including
interpretations of the basic freedoms (religion, speech, press, petition, and
assembly) articulated in the First Amendment and the due process and equal-
protection-of-the-law clauses of the Fourteenth Amendment.
(12.5.4) Explain the controversies that have resulted over changing interpretations of civil
rights, including those in Plessy v. Ferguson, Brown v. Board of Education,
Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand
Constructors,
Inc. v. Pena, and United States v. Virginia (VMI).

20
(2.3) Apply appropriate interviewing techniques
and solutions and causes and effects)

Technology


work demeanor.


PATHWAY STANDARDS
resources.
counterarguments.
21
civil law.
CAHSEE STANDARDS
22
Third Six Weeks

• Journal Writing
• Note-taking
• Role-Playing
• Jigsaw
I. Rights and Responsibilities in the Workplace (1 week)

Summary: Students will learn practical information about law in the workplace, including
how federal and state laws protect the rights of workers and of people seeking jobs, as
well as the rights of employers. Students will consider issues of workplace privacy, the
role of unions, drug-testing policies, and regulations that set standards for working
conditions.
Textbook: Chapter Forty-four
Community Resources: Guest Speakers-Union Representative, Business Owner
Activities: Graphic Organizer—Laws and Employment. Case Study—The Collapsed
Building. Debate—Employee’s Right to privacy. Case Study—The Shoe Store Firing.
II. Crime Scene Investigation (4 weeks)

Summary: (This is a unit separate from the Street Law curriculum) This unit will build
upon the Introduction to Law Enforcement unit by focusing on how the various
stakeholders in a crime scene situation go about doing their jobs. Students will be
exposed to the basics of crime scene investigation, crime scene mapping, evidence
collection and analysis, and report writing. This unit will culminate in a mock crime
scene investigation (Unit III below.)
Textbook: Handouts & Other Resources
Community Resources: Guest Speaker-Police Investigator
Activities: Activities will change each year as a new scenario is developed by the cross-
curricular team.
III. Culminating Activity: Crime Scene (1 week)

Summary: The instructors of all AOJ courses will develop a cross-curricular activity
based on a mock crime scene. Students will work in teams to practice the skills they have
learned regarding crime scene investigation, including but not limited to the gathering of
23
evidence, taking witness statements, writing reports, and conducting a mock trial.
(12.2.2) Explain how economic rights are secured and their importance to the individual
and to society (e.g., the right to acquire, use, transfer, and dispose of property;
right to choose one’s work; right to join or not join labor unions; copyright and
patent).


Technology


work demeanor.


24
PATHWAY STANDARDS
resources.
counterarguments.
civil law.
(C5.3) Know the response procedures to respond to emergency incidents of any scale,
small to catastrophic.
(C9.1) Understand the skills required to deal effectively with emergency situations.
(C9.3) Understand the management of crisis negotiations to promote the safety of
individuals and the public.
CAHSEE STANDARDS
25
V. STUDENT ASSESSMENT
• Formal: Tests and Quizzes, Comprehensive Semester Final
• Observations: Both Peer and Teacher
• Culminating Projects & Simulations
• Essay and Journal Writing
VI. INSTRUCTIONAL TECHNOLOGIES AND MATERIALS / SOFTWARE

The designated textbooks, materials, and technologies meet the state standards
for this content area.
A. Primary text: Arbetman, Lee P. & Edward L. O’Brien. Street Law: A Course in Practical
Law. New York: Glencoe. 2005.
B. Literature/Outside reading: Selections of short stories with a law/law enforcement theme.
C. Videos from video library: Busted, Gideon’s Trumpet, Inside the Jury Room, Juvenile
Justice, Law and Order, Order in the Court, The Right to a Fair
Trial, The Supreme Court Today, Twelve Angry Men
D. Teacher/student resources: Street Law Teacher Resource Box, Youth and Police-Workbook,
Crime Scene Investigation-Simulation, Youth and Police-Lessons
E. Internet web sites
26
• Subject Matter Resources: Kings County Office of Education
http://www.kings.k12.ca.us/kcoe/curric
• TeachNet (Teacher-designed projects and activities by subject)
http://www.teachnet.org/docs.cfm
• American Bar Association (http://www.abanet.org/publiced/k12_programs.html)
• CRF (http://www.crf-usa.org/materials-catalog/catalog.html#codes)
• Street Law site: (www.streetlaw.org)
VII. TEACHING ACTIVITIES AND METHODS TO FACILITATE THE INSTRUCTION

OF ADMINISTRATION OF JUSTICE I CONTENT STANDARDS FOR ALL
LEARNING STYLES
Student activities suggested below are derived from Gardner’s Seven Levels of Intelligence
(learning styles).
musical plays and compositions
LINGUISTIC LEARNER rap songs, jingles, and melodies
creative writing
playing musical instruments
oral reports
essays BODILY-KINESTHETIC LEARNER
demonstration speeches
dramatic readings/performances
debates and speeches experiments
impersonations, role playing
storytelling using gestures, facial expressions, and
pantomime
LOGICAL/MATHEMATICAL
LEARNER INTERPERSONAL LEARNER
graphic organizers discussions
cooperative and collaborative projects
timeline peer coaching
prediction exercises conducting interviews
coded messages simulation activities
models INTRAPERSONAL LEARNER

computer project response journals/learning logs
science experiments observations
photo essays
SPATIAL LEARNER autobiographical stories
drawings and paintings
comic strips
maps and flow charts
dioramas, displays, and murals

collages
photography activities
MUSICAL LEARNER
interpretive dances
27

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Hanford Joint Union High School

DISTRICT CURRICULUM GUIDE

I. COURSE NAME: Administration of Justice I: Understanding Legal Systems

II. COURSE DESCRIPTION

III. CENTRAL INTELLECTUAL PURPOSE

Critical Thinking/Problem Solving

IV. CONTENT/TIMELINE/ PERFORMANCE STANDARDS

First Six Weeks

SDAIE Instructional Strategies

I. What Is Law? (2 weeks)

II. Lawmaking (1 week)

III. Settling Disputes (1 week)

IV. The Court System (2 weeks)

Communication Standards-Writing & Language Conventions

Communication-Listening and Speaking

Problem Solving and Critical Thinking

Responsibility and Flexibility

Ethics and Legal Responsibilities

Leadership and Teamwork

CAHSEE STANDARDS—English/language Arts

Second Six Weeks

SDAIE Instructional Strategies

II. Crime in America (2 weeks)

III. Juvenile Justice (2 weeks)

IV. Careers in Law and Law Enforcement (1 week)

Communication Standards-Writing & Language Conventions

Communication Standards-Writing & Language Conventions

Communication-Listening and Speaking

Problem Solving and Critical Thinking

Responsibility and Flexibility

Ethics and Legal Responsibilities

Leadership and Teamwork

CAHSEE STANDARDS—English/Language Arts

Third Six Weeks

SDAIE Instructional Strategies

I. Law and Terrorism (2 weeks)

II. Introduction to Law Enforcement (4 weeks)

Communication Standards-Writing & Language Conventions

Communication-Listening and Speaking

Career Planning and Management

Problem Solving and Critical Thinking

Responsibility and Flexibility

Ethics and Legal Responsibilities

Leadership and Teamwork

First Six Weeks

I. Introduction to Constitutional Law (2 weeks)

II. Freedom of Speech (2 weeks)

III. Freedom of the Press (1 week)

IV. Expression in Special Places (1 week)

Communication-Listening and Speaking

Career Planning and Management

Problem Solving and Critical Thinking

Responsibility and Flexibility

Ethics and Legal Responsibilities

Leadership and Teamwork

Second Six Weeks

I. Freedom of Religion (1 week)

II. Due Process (1 week)

III. The Right to Privacy (2 weeks)

and Privacy Rights. Essay—Privacy and The Patriot Act.

IV. Discrimination Law (2 weeks)

Communication-Listening and Speaking

Career Planning and Management

Problem Solving and Critical Thinking