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1 Unit 8 (2 weeks) SECTIONS Don t do the crime if you do not want to serve the time! 1. Causes of crimes (2 Days) 2. Crime classification (2 Days) 3. Criminal defenses (2 Days) 4. Criminal justice procedures and due process (1 Day) 5. Criminal vs. Civil court (1 Day) 6. Sentencing (1 Day) 7. Assessment and Review (2 days) Enduring understandings 1. Reasons some individuals commit crimes 2. How crimes are classified 3. Explore defenses used by perpetrators of crime 4. Demonstrate knowledge of the criminal justice process 5. Types of sentences criminals receive for criminal acts Key Vocabulary: crime criminal felonies misdemeanors homicide aggravated forcible rape burglary larceny petty larceny assault grand larceny robbery vandalism arson victimless crimes white-collar crimes embezzlement fraud criminal justice system community policing probable cause arrest warrant own arraignment defense recognizance prosecution defendant acquit sentence plea bargain corrections deterrence rehabilitation parole capital punishment GPS Standards: SSCG21 The student will demonstrate knowledge of criminal activity. a. Examine the nature and causes of crimes b. Explain the effects criminal acts have on their intended victims. c. Categorize different types of crimes d. Explain the different types of defenses used by perpetrators of crime. SSCG22The student will demonstrate knowledge of the criminal justice process. a. Analyze the steps in the criminal justice process. b. Explain an individual s due process rights. c. Describe the steps in a criminal trial or civil suit. d. Examine the different types of sentences a convicted person can receive.

2 Unit 8 Don t do the crime if you do not want to serve the time! Suggested Unit Performance Assessments Content Expectation: Students will understand the criminal justice system and steps to ensure civil rights of criminals are preserved. Culminating Project Suggestions Have students to conduct their own mock trial. Students should pick an offense under federal or state law (theft, murder, assault, fraud, etc...). Assign the students roles in accordance with the court that includes a defendant, prosecutor, defense attorney, judge, jury, bailiff, media, and courtroom attendees. Each student will need to develop their role as they would in a regular court session. For example, the defendant will help establish their defense; the prosecutor will interview witnesses to determine the facts of the case. The jury and judge will research case law and state/federal law in terms of the proposed offense.

3 Unit 8 Section 1 Essential Teaching Elements Differentiation Strategies Don t do the crime if you do not want to serve the time! Causes of crimes (2 Days) AIM 1 What are some of the reasons why people commit crimes? SSCG21 The student will demonstrate knowledge of criminal activity. a. Examine the nature and causes of crimes. b. Explain the effects criminal acts have on their intended victim. Core Text: Supplemental Materials Instructional Point to Teach: There are economic and social factors that may cause some individuals to commit crimes. Effects from crimes vary depending upon the individual. Discussion Questions: What are some reasons people commit crimes? What are effects criminal acts have on victims of crimes? Performance Expectation: Students will identify causes of why people commit crimes and effects of crimes on victims by designing a crime display using posters. Accelerated Students: Have students to create a public service announcement that outlines reasons why crimes are committed and its effects on their victims. English Language Learners: Provide English to native language dictionary for students to understand key vocabulary words. Less Proficient Learners: Have students relate the effects that a crime has had on himself or herself, a family member, or a friend. Have students list three types of compensations they feel a victim should receive for a particular crime. Additional Instructional Suggestions: Have students should develop a power point presentation of 10 slides using Microsoft Power Point to summarize reasons why individuals commit crimes and effects crimes have on victims. Have students design a brochure that outlines reasons why crimes are committed, list crimes committed in their communities, and crime prevention measures. Resources Holt Teaching Resources: Daily Quiz 16.1 Main Idea Activity 16.1 Graphic Organizer Activity Workbook pg.31 Additional Resources: mization.pdf+long+term+effects+of+people+who+have+been+victimized&hl =en&ct=clnk&cd=3&gl=us

4 Sample Lesson Materials: American Civics Activity: Crime does not pay! Procedures: Bell ringer- Ask students to respond to the following prompt. What are some reasons individuals decide to commit crimes? Instruction: Lead students in a guided discussion regarding their answers to the prompt: What are some reasons why individuals decide to commit crimes? Activity 1. Divide the class into groups of 5 and provide butcher paper to record responses. 2. Have students list 10 crimes that occur in their communities. 3. Have students identify reasons why those particular crimes are committed? 4. What should be the appropriate punishment for the specified crimes? 5. What are some effects victims of crime may endure from the specified crimes? 6. Ask for a volunteer from each group to review findings. Closure: Lead the class in a guided discussion using the as a guide. Assessment/Homework: Section 1 Review pg. 386

5 Unit 8 Section 2 Essential Teaching Elements Don t do the crime if you do not want to serve the time! Crime classification (2 Days) AIM 1 How are crimes classified? SSCG21 The student will demonstrate knowledge of criminal activity. c. Categorize different types of crimes Core Text: Supplemental Materials Vocabulary: crime, criminal, felonies, and misdemeanors Instructional Point to Teach: Crimes are classified according to the severity of the criminal act. Discussion Questions: What are the different classifications for crimes? Performance Expectation: Have students to identify and describe the various types of crimes using an organizational graphic organizer. Then have students to create a scenario for each of the five types of crimes. Accelerated Students: Have students to create a crime statistical graph. English Language Learners: Less Proficient Learners: Provide students with the Misdemeanor and Felony Crimes handout to use as a reference. Have students draw off of their prior knowledge about crime classification. Differentiation Strategies Additional Instructional Suggestions: Students will draw a political cartoon depicting two felonies & misdemeanors and include a caption explaining each illustration. Have students to complete an organizational graphic organizer identifying and describing the 5 main categories of crime (crimes against persons, crimes against property, victimless crimes, white collar crimes, organized crimes). Then have students to write a brief scenario for each category of crime. Create a list of twenty different crimes and write offenses on chalkboard. Have students to copy list in journal or notebook and classify crime. Have students to create a list of twenty different crimes. Students should classify crimes and research crime statistics in their community for each of the crimes referenced. Students may research crime statistics using). Have students to analyze photos using the photograph analysis sheet.

6 Crime Statistics State of Georgia tml Georgia Bureau of Investigations Resources Department of Justice website ( Holt Teaching Resources: Homework Practice Online Global Perspective Vandalism Activity: pp 383 Chp.16 Section 1 Review, p.386 Daily Quiz 16.1 Main Idea Activity 16.1

7 Categories of Crime CATEGORIES OF CRIMES Description of Crime Scenario

8

9

10 Photo Analysis Worksheet Step 1. Observation A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. B. Use the chart below to list people, objects, and activities in the photograph. People Objects Activities Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph.

11 Step 3. Questions A. What questions does this photograph raise in your mind? B. Where could you find answers to them?

12 Sample Lesson Materials: American Civics, Atlanta Journal Constitution, and Clayton News Daily Activity: Take a bite out of crime! Procedures: Bell ringer- Ask students to respond to the following prompt Should all crimes be considered the same under the law? Instruction: Lead students in a guided discussion regarding their answers to the prompt: Should all crimes be considered the same under the law? Activity 1. Have the students work in small groups of 5-7 members and provide one sheet of butcher paper. 2. Students should research articles regarding types of crimes committed in their community using the Atlanta Journal Constitution and Clayton News Daily. 3. Students should print/cut out five articles to create a collage related to crimes committed in their community. 4. Students should write a caption on the paper to classify the crime and suggest a punishment for the crime. 5. Ask for a student volunteer from each group to present collage. Closure: Lead the class in a guided discussion using the debriefing questions as a guide. Debriefing Questions: Based on the activity, write your own definition of the following: a. felony b. misdemeanor c. crime Assessment/Homework: What do you think influences or leads people to commit crimes? Does the threat of punishment for crimes deter people from committing crimes? What are some effects on the community from crime? Have students to write two paragraphs using the questions above as a guide.

13 Unit 8 Section 3 Essential Teaching Elements Don t do the crime if you do not want to serve the time! Criminal defenses (2 Days) AIM 1 What are different defenses used by criminals? SSCG21 The student will demonstrate knowledge of criminal activity. d. Explain the different types of defenses used by perpetrators of crimes. Core Text: Supplemental Materials Vocabulary: plea-bargain Instructional Point to Teach: Accused criminals enter a plea of guilty or innocent for crimes allegedly committed or plea bargain for a lesser offense. Discussion Questions: What are defenses used by accused criminals? Performance Expectation: Students will create power point slide presentation of 10 different court cases utilizing different criminal defenses and outcome. In addition, students should include slides that outline the advantages and disadvantages of plea-bargaining. Differentiation Strategies Accelerated Students: Have students research the following four high profile court cases (ex: Andrea Yates, Brian Nichols, Scott Peterson, and Mary Kay Letourneau) Students should research defenses used by accused criminal, short summary of summary, outcome of court case, and sentencing if convicted. English Language Learners: Less Proficient Learners: Organize students into mixed ability groups and distribute the Bicycle and Crutch Cases handout. Distribute Criminal Defenses handout and have students choose believable defenses for the defendants in the cases. Additional Instructional Suggestions: Invite a Law Enforcer of Attorney to make a class presentation about various defenses criminals use in court. Have students record examples of defenses in journals or notebooks. Have students to create a political cartoon illustrating various defenses used by criminals. Resources Holt Teaching Resources: Section 2 Review pp. 393 Constitutional Heritage Activity pp. 392

14 Photo Analysis Worksheet Step 1. Observation A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. B. Use the chart below to list people, objects, and activities in the photograph. People Objects Activities Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph.

15 Step 3. Questions A. What questions does this photograph raise in your mind? B. Where could you find answers to them?

16

17 Unit 8 Section 4 Essential Teaching Elements Don t do the crime if you do not want to serve the time! Criminal justice process & due process (1 Day) AIM 1 What happens to a person once they have been arrested? AIM 2 Does a person who has been arrested have rights? SSCG22 The student will demonstrate knowledge of the criminal justice process. a. Analyze the steps in the criminal justice process. b. Explain an individuals due process rights. Core Text: Supplemental Materials Vocabulary: probable cause, arrest warrant, own recognizance, arraignment, defense, prosecution, defendant, acquit, and sentence Instructional Point to Teach: The Bill of Rights ensures that authorities must have evidence or witness before a suspect can be taken into custody. Discussion Questions: Why are accused criminals rights protected under the law? Performance Expectation: Students will identify and explain steps from arrest to sentencing when a suspect has been taken into custody by designing a flow chart. Accelerated Students: Have students create a graphic organizer that details the steps and safeguards in criminal proceedings from arrest to sentencing. English Language Learners: Less Proficient Learners: Provide students with Criminal Justice Process Handout while completing flowchart. Differentiation Strategies Additional Instructional Suggestions: Dramatization from Arrest to trial. United Streaming: DUI: Choices and Consequences (33:14) Visit the following website. Watch the part of the film on the Hearne case. Have students write an essay on the segment-possible topics: What rights are being violated here? Which Supreme Court decisions are involved here? What problems do you see with the criminal justice system illustrated by this film? What should be done to fix these problems? Have students to divide into two groups for a debate on criminal civil rights. Students should be prepared to answer the following questions: Should accused/convicted criminals have civil rights?

18 Resources Video from United Streaming: Flipped: Doing Hard Time (discusses the death penalty) C678-4A78-B2A4-0E71FC72337F Holt Teaching Resources: Section 1 Review, p. 173 Daily Quiz 7.1

19 Unit 8 Section 5 Essential Teaching Elements Don t do the crime if you do not want to serve the time! Criminal vs. Civil Court (1 Day) AIM 1 What is the difference between criminal and civil court? SSCG22 The student will demonstrate knowledge of the criminal justice process. c. Describe the steps in a criminal trial or civil suit Core Text: Supplemental Materials Instructional Point to Teach: Civil court results in restitution and criminal court results in retribution. Discussion Questions: How does civil court differ from criminal court? Performance Expectation: Student will identify the difference between civil and criminal court by creating a news editorial. Accelerated Students: Have students research the O.J. Simpson vs. Brown & Goldman civil court case. Students should research plea entered by O.J. Simpson, summary of case, and court decision. English Language Learners: Less Proficient Learners: Have students use a compare and contrast graphic organizer to record differences and similarities. Differentiation Strategies Additional Instructional Suggestions: Have students to complete a compare/contrast organizer describing the differences between a criminal and civil court. Have students write a two-paragraph reflection paper that compare and contrast civil vs. criminal court. Have students write a newspaper story outlines the types of crimes that are prosecuted in criminal and civil court. Resources Other Resources:

20 Unit V Section 6 Essential Teaching Elements Differentiation Strategies Don t do the crime if you do not want to serve the time! Sentencing (1 Day) AIM 1 What are the various types of sentences issued to a convicted criminal? SSCG22 The student will demonstrate knowledge of the criminal justice process. D. Examine the different types of sentences a convicted person can receive. Core Text: Supplemental Materials Vocabulary: sentence Instructional Point to Teach: Criminals receive punishments based on the severity of their crimes. Capital punishment is the most severe and at times controversial penalty for criminals. Discussion Questions: What determines how severe a punishment a convicted criminal receives? What is the most severe punishment for a crime? Performance Expectation: Students will be able to identify the types of sentences convicted criminals receive by creating a crime & punishment magazine. Accelerated Students: Have students to include pictures and crime statistics for Georgia. Students may use the following website for to secure information on crime statistics in Georgia. Source: English Language Learners: Less Proficient Learners: Organize students into mixed ability groups. Additional Instructional Suggestions: Have students to create a new student handbook and code of conduct. Students should list the most common offenses that occur in the school and determine what the proper punishment for the action is. Have students write a one-page reflection on a punishment they received from their parent or school administrator. Students should indicate the offense, punishment, and comments on if the punishment was fair or unfair. Resources Holt Resources: American Civics text: Section 2 Review pp. 393 Homework Practice Online Other Resources:

21 MISDEMEANORS ACROSTIC Direction: Each word selected must relate to the actual meaning of the law. Next, write a sentence explaining how it relates. M I S D E M E A N O R S

22 FELONIES ACROSTIC Direction: Each word selected must relate to the actual meaning of the law. Next, write a sentence explaining how it relates. F E L O N I E S

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