CE.C&G.3.3.1-3.2


 * ===**Essential Standard(s)- Clarifying Objectives**===


 * Analyze the legal system within the United States in terms of the development, execution and protection of citizenship rights at all levels of government.**


 * CE.C&G.3.1** Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law (e.g., the Fourteenth Amendments, Americans with Disabilities Act, equal opportunity legislation).


 * CE.C&G.3.2** Compare lawmaking processes of federal, state and local governments (e.g., committee system, legislative process, bills, laws, veto, filibuster, cloture, proposition, etc.).


 * CE.C&G.3.3 ** Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced (e.g., laws, policies, public policy, regulatory, symbolic, procedural, etc.).


 * CE.C&G.3.4 ** Explain how individual rights are protected by varieties of law (e.g., Bill of Rights, Supreme Court Decisions, constitutional law, criminal law, civil law, Tort, Administrative law, Statutory law and International law, etc.).


 * CE.C&G.3.5 ** Compare jurisdictions and methods of law enforcement applied at each level of government, the consequences of noncompliance to laws at each level and how each reflects equal protection under the law (e.g., Department of Justice, Regulatory Commissions, FBI. SBI, Homeland Security, Magistrate, State troopers, Sheriff, City police, Ordinance, Statute, Regulation, Fines, Arrest, etc.).


 * CE.C&G.3.6 ** Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (e.g., extension of suffrage, labor legislation, civil rights legislation, military policy, environmental legislation, business regulation and educational policy).


 * CE.C&G.3.7 ** Summarize the importance of the right to due process of law for individuals accused of crimes (e.g., habeas corpus, presumption of innocence, impartial tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double jeopardy, right of appeal).

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * CE.C&G.3.8 ** Evaluate the rights of individuals in terms of how well those rights have been upheld by democratic government in the United States. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
(American Legal System)
 * Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law. (CE.C &G 3.1)
 * Compare lawmaking processes of federal, state and local governments. (CE.C &G 3.2)
 * Analyze laws and policies in terms of their intended purposes, who has authority to create them, and how they are enforced. (CE.C &G 3.3)
 * Explain how individual rights are protected by varieties of law. (CE.C &G 3.4)
 * Compare jurisdictions and methods of law enforcement applied at each level of government, the consequences of noncompliance to laws at each level, and how each reflects equal protection under the law. (CE.C &G 3.5)
 * Analyze ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion. (CE.C &G 3.6)
 * Summarize the importance of the right to due process of law for individuals accused of crimes. (CE.C &G 3.7)
 * Evaluate the rights of individuals in terms of how well those rights have been upheld by democratic government in the United States. (CE.C &G 3.8)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===
 * Create a flow chart of the criminal/civil cases and write a summary sentence.
 * Create a tree map on the types of laws and crimes.
 * Examine and report to the class the role of special interest groups (i.e. theChamber of Commerce) in a communityand state.
 * Use political cartoons to identify the role Lobbyists and Special Interest groups play in politics.
 * Compare and contrast the Criminal law system with that of the juvenile system.
 * Create a flee map on the historical sources of law (Hammurabi’s Law, Magna Carta, etc.)
 * Mock Trial that you can create on a criminal and civil case
 * Seminar/debates on popular issues like healthcare and immigration and connect with the lobbyist or certain interest groups
 * Trip to the courthouse
 * Types of crimes scenarios. Have kids act out scenarios and have the class decide which law is happening.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Movie clips with Spanish subtitles to help with ESL/ELL students.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**

 * Start the unit by having kids create their own criminal or civil cases. Use one of these cases later on for a mock trial.
 * Review games with clickers
 * Jeopardy to review material prior to formal/summative assessment

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * N.C. Court System  [|http://www.nccourts.org]
 * PBS Video – “Juvenile Justice”
 * //A Time to Kill- Show movie clips //
 * How Our Laws Are Made []
 * //Gideon’s Trumpet- Try to get the digital //
 * NC Court System Web Quest []
 * Appellate and Trial Court Judges []
 * You Be the Judge []
 * Juvenile Court System PPT []

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===