Course of Study Unit Planning Guide for: Criminal Justice Criminal Justice-Revised.pdfCriminal Justice is a full year Social Studies elective for juniors and seniors. It extends students’

Course of Study Unit Planning Guide for:

Criminal Justice

5 Credits

Grade Levels: 11 and 12

1 Full Year

Prepared by:

Tristan DeRosa

Carol McDonough, Supervisor of English and Social Studies

August 2019

Dumont High School

Dumont, NJ

Born Date: August 15, 2019

Aligned to the NJSLS and B.O.E. Adopted on August 22, 2019

Criminal Justice - Grades 11 - 12 - Full Year - Five Credits Criminal Justice is a full year Social Studies elective for juniors and seniors. It extends students’ understanding of U.S. History by applying their knowledge to the analysis of the American criminal justice system. This course will address the establishment of the criminal justice system and the ongoing changes made in order to maintain the balance of order and individual civil liberties. Students will continue to grow their understanding of their individual rights and responsibilities as global and U.S. citizens. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Class Participation/Class Work -10% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric. The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

B. Homework -10% of the grade

Homework will be evaluated for completeness, neatness, and accuracy.

C. Quizzes -20% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Writing -20% of the grade Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

E. Tests -40% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

F. Final Examination

Final examinations will count as follows: Full-Year Courses _ Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

D.H.S. SS Class Participation & Class Work Rubric *Score of Zero Results from Limited or No Response to Class Participation/Class Work

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

-Struggles with attendance/tardy policies -Never makes up work in timely fashion -Always disruptive when tardy

-Struggles with attendance/tardy policies -Rarely makes up work in timely fashion -Usually disruptive when tardy

-Struggles with attendance/tardy policies -Sometimes makes up work in timely fashion -Sometimes disruptive when tardy

-Generally present and punctual -Generally makes up work in timely fashion -Not disruptive when tardy

-Usually present and punctual -Usually makes up work in timely fashion -Not disruptive when tardy

-Always present and punctual -Always makes up work in a timely fashion

Preparedness

-Almost never has pencil, books, notebooks, ID -Almost never completes assignments on time

-Rarely has pencil, books, notebooks, ID -Rarely completes assignments on time

-Sometimes has pencil, books, notebooks, ID -Sometimes completes assignments on time

-Generally has pencil, books, notebooks, ID -Generally completes assignments on time

-Usually has pencil, books, notebooks, ID -Usually completes assignments on time

-Always has pencil, books, notebooks, ID -Always completes assignments on time

Oral

Participation

-Almost never asks & answers questions without prompting -Almost never asks clarifying questions

-Rarely asks & answers questions without prompting -Rarely asks clarifying questions

-Sometimes asks & answers questions without prompting -Sometimes asks clarifying questions

-Generally asks & answers questions without prompting -Generally asks clarifying questions

-Usually asks & answers questions without prompting -Usually asks clarifying questions

-Always asks & answers questions without prompting (daily) -Always asks clarifying questions

Written

Participation

-Almost never takes notes -Almost never makes corrections on assignments

-Rarely takes notes -Rarely makes corrections on assignments

-Sometimes takes notes -Sometimes makes corrections on assignments

-Generally takes notes -Generally makes corrections on assignments

-Usually takes notes -Usually makes corrections on assignments

-Always takes notes -Always makes corrections on assignments

Cooperative

Learning

-Almost never provides meaningful input -Almost never focused on the assignment -Almost never manages time effectively -Almost never executes established roles -Almost never provides reflections -Almost never uses procedures to effectively create and manage your own learning teams

-Rarely provides meaningful input -Rarely focused on the assignment -Rarely manages time effectively -Rarely executes established roles -Rarely provides reflections -Rarely uses procedures to effectively create and manage your own learning teams

-Sometimes provides meaningful input -Sometimes focused on the assignment -Sometimes manages time effectively -Sometimes executes established roles -Always provides reflections -Sometimes uses procedures to effectively create and manage your own learning teams

-Generally provides meaningful input -Generally focused on the assignment -Generally manages time effectively -Generally executes established roles -Generally provides reflections -Generally uses procedures to effectively create and manage your own learning teams

-Usually provides meaningful input -Usually focused on the assignment -Usually manages time effectively -Usually executes established roles -Usually provides reflections -Usually uses procedures to effectively create and manage your own learning teams

-Always provides meaningful input -Always focused on the assignment -Always manages time effectively -Always executes established roles -Always provides reflections -Always uses procedures to effectively create and manage your own learning teams

General Behavior

-Almost never shows respect for peers and teacher -Almost never remains focused on assignments -Almost never abides by all class & school rules -ALMOST NEVER FOLLOWS SCHOOL CELL PHONE POLICY

-Rarely shows respect for peers and teacher -Rarely remains focused on assignments -Rarely abides by all class & school rules -RARELY FOLLOWS SCHOOL CELL PHONE POLICY

-Sometimes shows respect for peers and teacher -Sometimes remains focused on assignments -Sometimes abides by all class & school rules -SOMETIMES FOLLOWS SCHOOL CELL PHONE POLICY

-Generally shows respect for peers and teacher -Generally remains focused on assignments -Generally abides by all class & school rules -GENERALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Usually shows respect for peers and teacher -Usually remains focused on assignments -Usually abides by all class & school rules -USUALLY FOLLOWS SCHOOL CELL PHONE POLICY

-Always shows respect for peers and teacher -Always remains focused on assignments -Always abides by all class & school rules -ALWAYS FOLLOWS SCHOOL CELL PHONE POLICY

Unit 1: Defining Crime and Behavior (Chapters 1 and 2) Marking Period: 1

Number of Days ● 16 Days

● Suggested Timeline:

○ 6.1.12.A.2.d, 6.1.12.14.h,6.1.12.A.16.b (3 Days)

○ 6.2.12.A.6.c, 6.3.12.D.1, RH.11-12.1, RH.11-12.2, RH.11-12.8, WHST.11-12.1.B, WHST.11-12.2.B.,

8.1.12.D.5, 8.1.12.F.1 (11 Days)

○ Review and Test (2 Days)

NJSLS for SS ● 6.1.12.A.2.d: Explain how judicial review made the Supreme Court an influential branch of

government, and assess the continuing impact of the Supreme Court today.

● 6.1.12.A.14.h: Assess the effectiveness of government policies in balancing the rights of the individual

against the need for national security.

● 6.1.12.A.16.b: Analyze government efforts to address intellectual property rights, personal privacy, and

other ethical issues in science, medicine, and business that arise from the global use of new technologies.

● 6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on

governments, individuals, and societies.

● 6.3.12.D.1 Analyze the impact of current governmental practices and laws affecting national security

and/or individual civil rights/ privacy.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)

● RH.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response,

etc.), to support analysis of primary and secondary sources, connecting insights gained from specific

details to develop an understanding of the text as a whole.

● RH.11-12.2 Determine the theme, central ideas, information and/or perspective(s) presented in a

primary or secondary source; provide an accurate summary of how key events, ideas and/or author’s

perspective(s) develop over the course of the text.

● RH.11-12.8 Evaluate an author’s claims, reasoning, and evidence by corroborating or challenging them

with other sources.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

● WHST.11-12.1.B. Develop claim(s) and counterclaims using sound reasoning and thoroughly,

supplying the most relevant data and evidence for each while pointing out the strengths and limitations

of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

Writing History,

Science and

Technical Subjects

(WHST)

● WHST.11-12.2.B. Develop the topic thoroughly by selecting the most significant and relevant facts,

extended definitions, concrete details, quotations, or other information and examples appropriate to the

audience’s knowledge of the topic.

Career Ready

Practices (CRPs)

● CRP1. Act as a responsible and contributing citizen and employee.

● CRP4. Communicate clearly and effectively and with reason.

● CRP11. Use technology to enhance productivity.

21st Century:

Personal Financial

Literacy (9.1)

● 9.1.12.F.3 Analyze how citizen decisions and actions can influence the use of economic resources to

achieve societal goals and provide individual services.

● 9.1.12.A.11 Explain the relationship between government programs and services and taxation.

21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)

● 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and

employees in the global workplace.

Educational

Technology (8.1)

● 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and

assess their potential to address personal, social, lifelong learning, and career needs.

● 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on

educational, career, personal and or social needs.

Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)

● 8.2.12.A.1 Propose an innovation to meet future demands supported by an analysis of the potential full

costs, benefits, trade-offs and risks, related to the use of the innovation.

● 8.2.12.E.1 Demonstrate an understanding of the problem-solving capacity of computers in our world.

Students will be

able to...

● Develop a working definition of crime.

● Evaluate the different areas of law enforcement.

● Examine the theories of developing criminal behavior.

Essential Questions ● How does society determine which types of behavior are criminal?

● What is the primary purpose of the criminal justice system?

● What social and economic factors contribute to criminal behavior?

● How does the study of criminology help experts understand the origins of criminal activity?

Activities ● Students will work in groups to evaluate scenarios and primary sources related to key concepts and

vocabulary from the unit.

● Students will develop an outline of the major components of the American criminal justice system and

their role in law enforcement.

● Students will conduct a fishbowl discussion of the relationship between individual rights and legal

authority.

● Students will analyze and highlight the key differences in the theories of criminology explaining why

criminal behavior occurs.

● Students will take part in a think pair share activity related to the medical and criminal model of

addiction.

Resources ● Textbook: Criminal Justice In Action, 10th Edition, Google Docs, Google Forms, Google Slides, Justice

Research and Statistics Association, Library of Congress, National Institute of Justice, FBI: Reports and

Publications

Vocabulary Murder, Assault, Robbery, Larceny, Public Order Crime, White-Collar Crime, Terrorism, Captial Crime,

Conflict/Consensus Model, Criminology, Choice Theory, Positivism, Social Conflict Theory, Labeling Theory,

Control Theory

Technology/GAFE ● Students will create a Google Slide presentation comparing the crime identification models and origins of

crime.

● Students will be engaged in a Google Slides presentation related to key concepts, essential questions and


● Students will complete various assignments through Google Documents, Classroom, and Forms.

● Students will complete various assignments through Google Slides.

● When applicable students will access Google Classroom for lesson materials and/or discussion boards.

Special

Education/504

● All assignment directions paper/verbal will be simplified. ● Students will be provided with chapter/class notes/Google Slide presentations with text with

annotations.

● Students will receive extra time on assessments when needed.

● Primary and secondary source readings with proper annotations (dates, key figures, etc.) and definitions.

● Students will be provided alternate readings based on level.

● There will be a reduced amount of test questions based on student’s level of performance.

ELL (SEI) ● Students will be provided with a packet of key terms along with the definitions and corresponding

image(s) if applicable.

● Word walls will be displayed for students in the classroom at the start of a new unit.

● Students will be provided with dictionaries and iPads/laptops (if available) to use as translators.

● Guided notes and class notes in their entirety will be provided.

● Students will be provided with word banks.

● Matching sections and multiple choice sections will be modified based on individual students.

● Students will be provided with sentence starters for short-answer and essay response questions.

● Students will be provided with a detailed outline and graphic organizer for writing assignments.

At Risk of School

Failure

● Students will be provided with notes/modified notes, and Google Slides presentations (text with

annotations).

● Students will be provided with guided readings/modified readings that include, highlighting,

underlining, and definitions.

● When applicable teachers will use modeling, chunking, and scaffolding for specific

assignments/assessments.

● Students will be provided with study guides prior to assessments.

● Students will be provided with modified tests that include word banks, sentence starters, etc.

● Students will receive priority seating.

● Teachers will check/update assignments via PowerSchool and

● sign and check planners for upcoming assignments.

● Teachers will request conferencing with the following people:

○ Student

○ Parent

○ Guidance

○ Administration

○ CST

● Students will participate in tutoring/extra help/test study skills.

Gifted & Talented ● Students will engage in self-directed learning and independent research when applicable.

● Students will be provided with supplemental texts (higher lexile levels) in order to challenge students.

● Enrichment worksheets will be provided for students who complete work ahead of the class.

● Students will organize their own web quests and create their own document-based-question along with

corresponding documents.

Holocaust

Commission

● See Other Unit(s).

Amistad

Commission


Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Crime and Criminology Quiz

● Summative: Crime and Criminology Test

● Benchmark: Document Review and Analysis of how the expansion of the prison system reshaped

American society.

● Alternative: Debate on the protection of individual rights within the justice system.

Unit 2: Foundations of Law (Chapters 3 and 4) Marking Period: 1



○ 6.1.12.A.2.d, 6.1.12.D.3.d, 6.1.12.A.5.b, 6.1.12.A.14.b (4 Days)

○ 6.3.4.A.4, 6.3.4.D.1, 6.3.8.D.1, 6.3.12.D.1, RH.11-12.1., RH.11-12.2., RH.11-12.3., RH.11-12.4.,

RH.11-12.9., 8.1.12.C.1, ,8.1.12.E.1, 8.2.12.B.4 (11 Days)




● 6.1.12.D.3.d: Analyze the role education played in improving economic opportunities and in the

● development of responsible citizens.

● 6.1.12.A.5.b: Analyze the effectiveness of governmental policies and of actions by groups and

individuals to address discrimination against new immigrants, Native Americans, and African

Americans.

● 6.1.12.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.

● 6.3.4.A.4: Communicate with students from various countries about common issues of public concern

and possible solutions.

● 6.3.4.D.1: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to

address such actions.

● 6.3.8.D.1: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings,

elections) to understand how conflicting points of view are addressed in a democratic society.

● 6.3.12.D.1: Analyze the impact of current governmental practices and laws affecting national security


NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)

● RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written

response, etc.), to support analysis of primary and secondary sources, connecting insights gained from

specific details to develop an understanding of the text as a whole.

● RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a



● RH.11-12.3. Evaluate various perspectives for actions or events; determine which explanation best

accords with textual evidence, acknowledging where the text leaves matters uncertain.

● RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing

how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison

defines faction in Federalist No. 10).

● RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among sources.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,

Science and

Technical Subjects

(WHST)








Career Ready

Practices (CRPs)



● CRP11. Use technology to enhance productivity.

21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)

● 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.

● 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.

Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)

● 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial

revolution or information age, and identify their impact and how they may have changed to meet human

needs and wants.

Students will be

able to...

● Examine the different types of law, their purpose, and how they are enforced.

● Analyze the rights of criminals and victims within the Criminal Justice System.

● Evaluate the functions and defenses of criminal law.

Essential Questions ● What are the key differences between civil and criminal law?

● How is crime measured in the United States?

● What are the sources of American criminal law?

● How does the criminal justice system protect the rights of criminals?

● What are the common defenses under criminal law?

Activities ● Students will create their own crime data reports and analyze the new trends that are developing within

the justice system (race, ethnicity, gender, offense).

● Students will conduct a debate over the justification of specific legal defenses during a trial such as

insanity, self defense, etc.

● Students will work in groups to evaluate scenarios and primary sources related to key concepts and


● Students will analyze the degrees of crime and how law enforcement officials use discretion when

charging a person with a crime.

● Students will conduct a research project related to landmark Supreme Court Cases over due process

protection.

Resources ● Textbook: Criminal Justice In Action, 10th Edition, Google Docs, Google Forms, Google Slides,

supremecourt.gov, Library of Congress, National Institute of Justice, FBI: Reports and Publications

Vocabulary Civil Law, Criminal Law, Plaintiff, Defendant, Felony, Misdemeanor, Domestic Violence, Victimization,

Precedent, Rule of Law, Stare decisis, Corpus delicti, Actus reus, Liability, Hate Crime, Bill of Rights, Due

Process

Technology/GAFE ● Students will create a Google Slide presentation analyzing the rights of criminals and victims of crime

within the Criminal Justice System.



● Students will create a quizlet outlining the degrees of crime in the justice system.



When applicable students will access Google Classroom for lesson materials and/or discussion boards.

Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission

● Small and large group discussions to evaluate the impact of prejudice and intent in relation to hate crime

laws established in the American justice system.

Amistad

Commission

● Students will analyze the effects of socioeconomic factors that contribute to higher levels of crime in

Urban and historically African American communities.

Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Degrees of Crime Quiz

● Summative: Foundations of Law Test

● Benchmark: Document analysis of SCOTUS majority and dissenting opinions on due process of law.

● Alternative: In class debate on the role of intent and legal defenses in the American justice system.

Unit 3: History of Law Enforcement (Chapters 5,6,7) Marking Period: 2



○ 6.1.12.A.2.d, 6.1.12.A.3.g, 6.1.12.A.5.b, 6.1.12.A.14.b (4 Days)

○ 6.1.12.A.14.f, 6.1.12.A.16.a, 6.3.4.A.2, 6.3.4.D.1, RH.11-12.2., RH.11-12.3., RH.11-12.6., RH.11-12.7.,

RH.11-12.8., WHST.11-12.1.B., 8.1.12.C.1, 8.1.12.E.1, 8.2.12.B.4 (11 Days)




● 6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest group

politics, and the rise of party politics impacted the development of democratic institutions and practices.

● 6.1.12.A.5.b: Analyze the effectiveness of governmental policies and of actions by groups and


Americans.



● 6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups,

third party political groups, and the media affect public policy.

● 6.1.12.A.16.a: Examine the impact of media and technology on political and social issues in a global

society.

● 6.3.4.A.2: Examine the impact of a local issue by considering the perspectives of different groups,

including community members and local officials



NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)




● RH.11-12.3. Evaluate various perspectives for actions or events; determine which explanation best

accords with textual evidence, acknowledging where the text leaves matters uncertain.

● RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence.

● RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and

media (e.g., visually, quantitatively, qualitatively, as well as in words) in order to address a question or

solve a problem.

● RH.11-12.8. Evaluate an author’s claims, reasoning, and evidence by corroborating or challenging them

with other sources.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,

Science and

Technical Subjects

(WHST)





Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)





Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)



needs and wants.

Students will be

able to...

● Identify the responsibilities of the public and private law enforcement.

● Evaluate how policing has developed and become a more diverse field.

● Analyze the social and ethical dilemmas faced by police.

● Examine the effect of the Fourth Amendment on the justice system.

Essential Questions ● What are the benefits of having a diverse police force?

● What are the primary responsibilities of the police?

● How have law enforcement strategies changed over time?

● When is a police officer permitted to use force?

● How is probable cause determined?

● Are Miranda warnings ever unnecessary?

Activities ● Students will take part in a think-pair-share activity to determine the primary responsibilities of the

police.

● Students will work individually to develop a map outlining the jurisdictions of law enforcement agencies

within the American criminal justice system.

● Students will investigate how law enforcement officials establish probable cause for lawful search and

seizure or arrests.

● Students will conduct a fishbowl discussion related to the ethical and social issues faced by police forces

in the modern era as well as the influence of social media.




supremecourt.gov, Library of Congress, National Institute of Justice, FBI: Reports and Publications

Vocabulary Patronage System, Professional Model, Intelligence-led Policing, Discrimination, Affirmative Action, ICE, ATF,

CBP, DEA, FBI, Forensics, Evidence, Ballistics, DNA, Incident Driven Policing, Crime Mapping,

Reactive/Proactive Arrest, Community Policing, Blue Curtain, CED’s, Probable Cause, Search Warrant, Stop

and Frisk, Profiling, Miranda Rights

Technology/GAFE ● Students will create a Google Slide presentation on the history and evolution of American law

enforcement agencies.



● Students will participate in a kahoot review of the role of law enforcement agencies and the rules

associated with American law enforcement.




Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission


Amistad

Commission

● Students will evaluate the issues of bias in policing by discussing the developed subcultures within

modern American society that influence the public opinion of the Police.

Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Law Enforcement Agencies Terms Quiz

● Summative: The Police and Law Enforcement Test

● Benchmark: Students will conduct a research project on the study and portrayal of bias in modern day

policing.

● Alternative: Debate on when police officers have a right to use force, search and seizure, or arrest an

individual.

Unit 4: The Courts System and Pretrial Procedures (Chapters 8 and 9) Marking Period: 2



○ 6.1.12.A.5.b, 6.1.12.A.14.b, 6.1.12.A.16.a (3 Days)

○ 6.3.4.A.2, 6.3.8.D.1, RH.11-12.1., RH.11-12.2., RH.11-12.6., WHST.11-12.1.A., WHST.11-12.1.B.,

WHST.11-12.2.B., 8.1.12.D.5, 8.1.12.E.1, 8.2.12.B.4 (11 Days)


NJSLS for SS ● 6.1.12.A.5.b: Analyze the effectiveness of governmental policies and of actions by groups and


Americans.




society.


including community members and local officials.



NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)

● RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written

response, etc.), to support analysis of primary and secondary sources, connecting insights gained from

specific details to develop an understanding of the text as a whole.




● RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

● WHST.11-12.1.A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that logically

sequences the claim(s), counterclaims, reasons, and evidence.

Writing History,

Science and

Technical Subjects

(WHST)








Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)

● 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and

assess their potential to address personal, social, lifelong learning, and career needs.



Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)



needs and wants.

Students will be

able to...

● Analyze the different types of courts and their jurisdiction.

● Develop an outline for the court system.

● Analyze the responsibilities of prosecutors and defense attorneys.

Essential Questions ● How does the Supreme Court decide to hear a case?

● What are the differences between trial and appellate courts?

● How are judges selected at the state and federal court level?

● How does a grand jury determine whether or not to indict a person for a crime?

● Why do prosecutors and defendants agree to plea bargains?

Activities ● Students will work individually to develop a map of the trial court system from prosecution to

sentencing.

● Students will investigate the selection process for judges at the state and federal level as well as

comparisons to other the process in other nations.

● Students will take part in a think-pair-share activity discussing what it means to establish probable

cause.



● Students will work in groups to research specific roles within the courtroom work group (judge,

prosecutor, etc.).


International Criminal Court: www.iccnow.org, Library of Congress, National Institute of Justice, FBI:

Reports and Publications

Vocabulary Extradition, Dual Court System, Trial Court, Appellate Court, Judicial Review, Missouri Plan, Adversary

System, Attorney General, Public Defender, Bail, Grand Jury, Indictment, Information, Arraignment, Plea

Bargain

Technology/GAFE ● Students will create a Google Slide presentation on the individual members of the Courtroom Work

Group discussing the requirements to hold such position and their role in the trial process.



● Students will participate in a kahoot review of the pretrial process and the court system.




Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission

● Students will take part in small and large group discussions evaluate the role of the International

Criminal Court and their role in upholding the Universal Declaration of Human Rights and the

Convention on the Prevention and Punishment of the Crime of Genocide.

Amistad

Commission


Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Trial Procedure Terms Quiz.

● Summative: Criminal Trial Procedure Test.

● Benchmark: Students will review and analyze documents related to establishing probable cause.

● Alternative: Debate for or against plea bargaining in the American criminal justice system.

Unit 5: The Criminal Trial and Sentencing (Chapters 10 and 11) Marking Period: 3



○ 6.1.12.A.1.b, 6.1.12.A.14.b, 6.1.12.A.16.a (4 Days)

○ 6.3.4.A.2, 6.3.8.D.1, 6.3.12.D.1, RH.11-12.1., RH.11-12.2., WHST.11-12.1.A., WHST.11-12.1.B.,

8.1.12.C.1, 8.1.12.E.1, 8.2.12.B.4 (11 Days)


NJSLS for SS ● 6.1.12.A.1.b: Analyze how gender, property ownership, religion, and legal status affected political

rights.




society.







NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)

● RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response,






NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,






Science and

Technical Subjects

(WHST)



Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)





Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)



needs and wants.

Students will be

able to...

● Identify the basic protections enjoyed by criminal defendants in the United States.

● Analyze the standard steps in a criminal jury trial.

● Examine the primary reasons for sentencing criminals.

Essential Questions ● What does it mean to “plead the fifth?”

● How can a criminal defendant be tried a second time for the same act?

● How is a jury selected in a criminal trial?

● Who has input into the sentencing decision in a criminal trial?

● What factors contribute to the determination of a sentence?

● What are the primary issues being discussed in the debate over the death penalty?

Activities ● Students will work individually to create an outline of the stages in a criminal trial with a brief

description of each stage.

● Students will take part in a fishbowl discussion relate to the ongoing debate over capital punishment in

the United States.

● Students will take part in a think-pair-share activity discussing the purpose of sentencing convicted

criminals.

● Students will conduct a mock trial playing the key roles within the courtroom work group (judge,

prosecutor, etc.).



Resources ● Textbook: Criminal Justice In Action, 10th Edition, Google Docs, Google Forms, Google Slides, Library

of Congress, National Institute of Justice

Vocabulary Statute of Limitations, Jury Trial, Bench Trial, Acquittal, Voir Dire, Evidence, Testimony, Witness,

Examination, Hearsay, Rebuttal, Closing Argument, Verdict, Hung Jury, Appeal, Habeas Corpus, Deterrence,

Retribution, Incapacitated, Rehabilitation, Restitution, “Good Time,” Capital Punishment

Technology/GAFE ● Students will create a Google Slide presentation related to the primary steps of a criminal trial and

sentencing.



● Students will participate in a kahoot review the procedures of criminal trials and sentencing.




Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission

● See Other Unit(s)

Amistad

Commission

● Students will investigate the issues of discrimination in the jury selection and sentencing process through

document analysis.

Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Criminal Trial and Sentencing terms quiz.

● Summative: Criminal Trial and Sentencing Test

● Benchmark: Students will review and analyze documents related to sentencing reform in the United

States.

● Alternative: Students will conduct a mock trial incorporating the basic steps and roles assumed in a

criminal trial.

Unit 6: Juvenile Justice System (Chapter 15) Marking Period: 3



○ 6.1.12.A.14.f, 6.3.4.A.2, 6.3.4.A.3 (4 Days)

○ 6.1.12.A.2.d, 6.3.4.D.1, 6.3.12.D.1, RH.11-12.1., RH.11-12.2., WHST.11-12.1.A., WHST.11-12.1.B.,

WHST.11-12.2.A. (10 Days)








● 6.3.4.A.3: Select a local issue and develop a group action plan to inform school and/or community

members about the issue.





NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)







NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,






Science and

Technical Subjects

(WHST)



● WHST.11-12.2.A. Introduce a topic and organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)





Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)



needs and wants.

Students will be

able to...

● Examine the four major differences between juvenile court and adult court proceedings.

● Evaluate the contributing factors to juvenile delinquency in the United States.

Essential Questions ● What role does the state play in protecting the well-being of a child?

● Why have the courts lessen the harshness of sentencing for juvenile offenders?

Activities ● Students will work individually to develop a venn diagram comparing juvenile courts and punishment to

the adult court system.



● Students will take part in a fishbowl discussion related to the modern era reforms in the juvenile justice

system.

● Students will take part in a think-pair-share activity discussing what type of behavior is associated with

juvenile delinquency.


of Congress, National Institute of Justice, Office of Juvenile Justice: www.ojjdp.gov

Vocabulary Parens Patriae, Juvenile Delinquency, Statue Offener, Bullying, Age of Onset, Child Abuse, Child Neglect,

Referral, Intake, Petition, Detention, Aftercare.

Technology/GAFE ● Students will create a Google Slide presentation related to the contributing factors to delinquent behavior

in juveniles and the efforts made by the justice system to properly address these factors.






Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission

● See other Unit(s)

Amistad

Commission


Formative,

Summative,

Benchmark, and

Alternative

● Formative: Juvenile Justice System Terms Quiz

● Summative: Juvenile Justice System Test

● Benchmark: Students will analyze and review documents related to the Supreme Court’s decision to

lessen the sentencing for juveniles.

Assessments ● Alternative: Students will conduct a debate related to when a juvenile delinquent should be charged and

tried in an adult court for a crime.

Unit 7: Corrections (Chapters 12, 13, 14) Marking Period: 4



○ 6.1.12.A.3.g, 6.1.12.A.14.f, 6.1.12.A.14.h, 6.1.12.A.16.a (4 Days)

○ 6.1.12.D.3.d, 6.1.12.D.5.d, 6.3.4.A.4, 6.3.8.A.1, 6.3.12.D.1, RH.11-12.1., RH.11-12.2., RH.11-12.7.,

WHST.11-12.1.A., WHST.11-12.1.B., WHST.11-12.2.A., WHST.11-12.2.B., WHST.11-12.7, 8.1.12.C.1,

8.1.12.E.1., 8.2.12.B.4. (11 Days)


NJSLS for SS ● 6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest group

politics, and the rise of party politics impacted the development of democratic institutions and practices.

● 6.1.12.D.3.d: Analyze the role education played in improving economic opportunities and in the

development of responsible citizens.

● 6.1.12.D.5.d: Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.






society.

● 6.3.4.A.4: Communicate with students from various countries about common issues of public concern

and possible solutions.

● 6.3.8.A.1: Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.



NJSLS for ELA

Companion

Standards-Progress

Indicators for

Reading History

(RH)







● RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and

media (e.g., visually, quantitatively, qualitatively, as well as in words) in order to address a question or

solve a problem.

NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,

Science and

Technical Subjects

(WHST)








● WHST.11-12.2.A. Introduce a topic and organize complex ideas, concepts, and information so that each

new element builds on that which precedes it to create a unified whole; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.




● WHST.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.

Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)





Technology

Education,

Engineering,

Design, and

Computational

Thinking -

Programming (8.2)



needs and wants.

Students will be

able to...

● Evaluate the levels of community corrections and their success.

● Examine the different types of prisons and their role within the justice system.

● Analyze the issues faced by prisoners and correctional officers within the prison system.

Essential Questions ● What are the primary justifications for community corrections?

● What are the key differences between parole and probation?

● What is the purpose of having different models of prisons?

● Why has the prison population grown dramatically over the last several decades?

● How do the experiences of male and females differ within the prison system?

● How have prison subcultures affect prisoners during their incarceration and following their release?



● Students will work in groups to conduct a case study related to prison culture, prisoner experience, and

life after prison (the reentry process).

● Students will take part in a fishbowl discussion related to the culture of prisons and how they affect the

prisoners within the system.

● Students will work individually to analyze different points of view related to the prison experience and

prisoner reentry.

● Students will take part in a think-pair-share activity discussing the public perception of prisons in

society.


of Congress, National Institute of Justice, Prison Policy Initiative:

https://www.prisonpolicy.org/research.html

Vocabulary Community Corrections, Reintegration, Probation, Revocation, Graduated Sanctions, Parole, Mandatory

Release, Intermediate Sanctions, Forfeiture, Day Reporting Center (DRC), Intensive Supervision Probation

(ISP), Shock Incarceration, Home Confinement, Electronic Monitoring, Penitentiary, Medical Model, Warden,

Maximum Security Prison, Jail, Institution, Prisonization, Deprivation Model, Prison Segregation, “Hands-Off”

Doctrine, Expiration Release, Pardon, Furlough, Prisoner Reentry, Halfway House,

Technology/GAFE ● Students will create a Google Slide presentation related to the different types of prisons and their effect

on prisoners of various backgrounds.






Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission


Amistad

Commission


Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Corrections Terms Quiz

● Summative: Corrections Test

● Benchmark: Students will research and complete a case studies analysis on Corrections and

Rehabilitation in the modern era.

● Alternative: Large and small group discussions related to the current practices of the American

corrections system (parole, incarceration, privatization, organization, etc.).

Unit 8: Criminal Justice in the Modern Era Unit Length: 4



○ 6.1.12.A.2.d, 6.1.12.A.14.b, 6.1.12.A.14.f, 6.1.12.A.16.a (4 Days)

○ 6.1.12.A.16.b, 6.2.12.A.6.c, 6.3.8.A.1, 6.3.12.A.1, 6.3.12.D.1, RH.11-12.1., RH.11-12.2.,

WHST.11-12.1.B., 8.1.12.C.1, 8.1.12.E.1, 8.2.12.B.4 (10 Days)











society.

● 6.1.12.A.16.b: Analyze government efforts to address intellectual property rights, personal privacy, and

other ethical issues in science, medicine, and business that arise from the global use of new technologies.

● 6.2.12.A.6.c: Analyze why terrorist movements have proliferated, and evaluate their impact on

governments, individuals, and societies.

● 6.3.8.A.1: Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.

● 6.3.12.A.1: Develop a plan for public accountability and transparency in government related to a

particular issue(s) and share the plan with appropriate government officials.



NJSLS for ELA

Companion

Standards-Progress

Indicators for




Reading History

(RH)




NJSLS for ELA

Companion

Standards-Progress

Indicators for

Writing History,

Science and

Technical Subjects

(WHST)





Career Ready

Practices (CRPs)



21st Century:

Personal Financial

Literacy (9.1)



21st Century:

Career Awareness,

Exploration, and

Preparation (9.2)



Educational

Technology (8.1)





Technology

Education,

Engineering,

Design, and

Computational

Thinking -



needs and wants.

Programming (8.2)

Students will be

able to...

● Explain the different levels of cybercrime in the United States.

● Evaluate the balance between security and liberty in the age of technology.

Essential Questions ● How does the Constitution protect free speech?

● What are the elements that contribute to white collar crime?

● How has the Internet led to the increase in piracy of intellectual property?



● Students will work individually to analyze different points of view related to mass surveillance by the

federal authorities.

● Students will take part in a debate of Security vs. Liberty related to surveillance and counterterrorism.

● Students will take part in a think-pair-share activity to determine what the difference is between

white-collar and violent/property crime.


of Congress, National Institute of Justice, FBI: www.fbi.gov/investigate/cyber

Vocabulary Cyber Crime, Hack, Virus, Encryption, Malware, Cyber Fraud Identity Theft, Phishing, Intellectual Property,

Cyberbullying, True Threat, Cyber Forensics, Surveillance, Patriot Act, Corporate Violence, Regulation,

Racketeering

Technology/GAFE ● Students will create a Google Slide presentation related to the different forms of cyber crime and

counterintelligence.






Special

Education/504


annotations.














At Risk of School

Failure


annotations).











○ Student

○ Parent

○ Guidance

○ Administration

○ CST







Holocaust

Commission


Amistad

Commission


Formative,

Summative,

Benchmark, and

Alternative

Assessments

● Formative: Cybercrime Terms Quiz

● Summative: Criminal Justice in the Modern Era Test

● Benchmark: Document review and analysis of crime in the modern era (Cyber Crime, White-Collar

Crime, etc.).

● Alternative: Debate over Security vs. Liberty in the age of cybercrime, piracy, terrorism and metadata

surveillance.