Irony, Types & Examples. Three Types of Irony Verbal Irony Situational Irony Dramatic Irony.
American Law: Origins, Development, Types, Examples, and ...
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1 American Law: Origins, Development, Types, Examples, and Procedures Overview Through discussion, note taking, and a game of Jeopardy, students will learn about the origins of law, trace the development of law in America, and differentiate between the different types of laws. Students will also learn the different steps in civil and criminal judicial proceedings. To culminate their understanding of the judicial process, students will create posters noting the different steps a particular criminal or civil case would go through in the judicial system. Grade 10 NC Essential Standards for American History: The Founding Principles, Civics & Economics • FP.C&G.1.4 - Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed / individual rights –life, liberty, pursuit of happiness, self-government, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc. • FP.C&G.1.5 - Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc. • FP.C&G.2.1 - Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.) • FP.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.) • FP.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.) • FP.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. • FP.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). • FP.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. Essential Questions • What are the origins of law in American society? • What are the different types of laws in American society? • What is the judicial process for civil and criminal cases? Materials • Ten Commandments Warm-Up Image, example attached • Law Origins and Types of Law Guided Notes, attached • “American Law Jeopardy” PowerPoint, available in Carolina K-12’s Database of K-12 Resources
Transcript of American Law: Origins, Development, Types, Examples, and ...
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AmericanLaw:Origins,Development,Types,Examples,andProcedures
OverviewThroughdiscussion,notetaking,andagameofJeopardy,studentswilllearnabouttheoriginsoflaw,tracethedevelopmentoflawinAmerica,anddifferentiatebetweenthedifferenttypesoflaws.Studentswillalsolearnthedifferentstepsincivilandcriminaljudicialproceedings.Toculminatetheirunderstandingofthejudicialprocess,studentswillcreatepostersnotingthedifferentstepsaparticularcriminalorcivilcasewouldgothroughinthejudicialsystem.Grade10NCEssentialStandardsforAmericanHistory:TheFoundingPrinciples,Civics&Economics• FP.C&G.1.4-AnalyzetheprinciplesandidealsunderlyingAmericandemocracyintermsofhowthey
promotefreedom(i.e.separationofpowers,ruleoflaw,limitedgovernment,democracy,consentofthegoverned/individualrights–life,liberty,pursuitofhappiness,self-government,representativedemocracy,equalopportunity,equalprotectionunderthelaw,diversity,patriotism,etc.
• FP.C&G.1.5-EvaluatethefundamentalprinciplesofAmericanpoliticsintermsoftheextenttowhichtheyhavebeenusedeffectivelytomaintainconstitutionaldemocracyintheUnitedStates(e.g.,ruleoflaw,limitedgovernment,democracy,consentofthegoverned,etc.
• FP.C&G.2.1-Analyzethestructuresofnational,stateandlocalgovernmentsintermsofwaystheyareorganizedtomaintainorder,security,welfareofthepublicandtheprotectionofcitizens(e.g.,federalism,thethreebranches,courtsystem,jurisdictions,judicialprocess,agencies,etc.)
• FP.C&G.3.1-Analyzehowtheruleoflawestablisheslimitsonboththegovernedandthosewhogovernwhileholdingtruetotheidealofequalprotectionunderthelaw(e.g.,theFourteenthAmendments,AmericanswithDisabilitiesAct,equalopportunitylegislation.)
• FP.C&G.3.3-Analyzelawsandpoliciesintermsoftheirintendedpurposes,whohasauthoritytocreatethemandhowtheyareenforced(e.g.,laws,policies,publicpolicy,regulatory,symbolic,procedural,etc.)
• FP.C&G.3.4-Explainhowindividualrightsareprotectedbyvarietiesoflaw(e.g.,BillofRights,SupremeCourtDecisions,constitutionallaw,criminallaw,civillaw,Tort,Administrativelaw,StatutorylawandInternationallaw,etc.
• FP.C&G.3.7-Summarizetheimportanceoftherighttodueprocessoflawforindividualsaccusedofcrimes(e.g.,habeascorpus,presumptionofinnocence,impartialtribunal,trialbyjury,righttocounsel,rightagainstself-incrimination,protectionagainstdoublejeopardy,rightofappeal).
• FP.C&G.3.8-EvaluatetherightsofindividualsintermsofhowwellthoserightshavebeenupheldbydemocraticgovernmentintheUnitedStates.
EssentialQuestions• WhataretheoriginsoflawinAmericansociety?• WhatarethedifferenttypesoflawsinAmericansociety?• Whatisthejudicialprocessforcivilandcriminalcases?Materials• TenCommandmentsWarm-UpImage,exampleattached• LawOriginsandTypesofLawGuidedNotes,attached• “AmericanLawJeopardy”PowerPoint,availableinCarolinaK-12’sDatabaseofK-12Resources
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o Someschooldistrict’sbrowsersettingswillnotallowPPTfilestoopen;ifyouareunabletoaccessthisfile,[email protected].
• ReviewofLaw,attached• CivilandCriminalProcedureFlowChart,attached• Markers,PosterBoard(orchartpaper)• Sampletestquestionsandkey,attachedDuration• Teachersshouldallota45-60-minuteclassperiodforDayOneofthislesson(timewillvarybasedonhow
longisgiventoplaytheJeopardygame;teacherswithlimitedtimecanoptionallyeliminateJeopardy,orusethegameduringaclassperiodclosertoEOCsasareviewactivity.)
• Theseconddaywilltakeapproximately30-40minutesProcedureDayOne(45-60minutes)
TheOriginsofLaw1. StartclassbyprojectinganimageoftheTenCommandments(exampleattached.)Askstudentsto
commentuponwhattheyseeandtosharewhattheyalreadyknowabouttheTenCommandments.Oncestudentshavesharedsomethoughts,explainthattheTenCommandments,regardlessofreligion,weresoinfluentialthroughouthistorythatmanyofthesameprinciplesarefoundintheverylawswehavetoday.Askstudentsiftheycanciteanyanotherancientlawsourcesanddiscuss:• Whydoweneedlaws?Whatpurposesdotheyserve?• We’vementioneddifferenttypesofcrimesaswediscussedtheTenCommandments(i.e.kill,steal,
etc.)Shouldlawstreatdifferentcrimesinalternativeways?(Meaning,shouldthelawandpunishmentformurderbedifferentthanthelawandpunishmentfortheft?)Explain.
2. Explaintostudentsthattherearemanydifferenttypesoflawandthattheywilltracetheiroriginsanddifferencestodayinclass.Takestudentsthroughtheattachedguidednotes.Thenoteswillcoverdifferentlaworiginsandthevarioustypesoflaw.Studentsshouldfillouttheirnotes,withtheteacherbringingupintriguingdiscussionpointswheneverpossible.Thesenotesshouldtakeapproximately20-25minutestocomplete.ExplaintostudentsthattheywillbecompetinginagameofJeopardynext,whichmeansthatthesenoteswillbeveryvaluabletotheminthenearfuture.
ThisisJeopardy!
3. Optional:Inordertofurtherfamiliarizestudentstheoriginsoflawandvarioustypesoflaw,playagameofJeopardywiththeclassusingthe“LawOriginsandTypesofLawJeopardyPowerPoint,”availableinCarolinaK-12’sDatabaseofK-12Resources,[email protected](TheJeopardygamecanalsobeusedduringalaterclassasanEOCreviewactivity.)Toleadthegame:• Dividetheclassintothreetosixgroupsofequalsize.(Youmightwanttoallowstudentstocreateteam
names.)• GoovertheinstructionsforhowtoplayusingSlides2&3ofthePowerPoint.Teachersshouldalso
reviewtheirclassexpectationsforrespectfulgroupworkandremindstudentstoberespectfuloftheirownteammates,aswellasotherteams.
• Letstudentsknowwhetherornottheycanusetheirnoteswhileplaying.Teachersmayalsowanttoofferaprizeforthegroupwiththemostpoints,orforallstudentsexhibitingactiveandsuccessfulparticipation.
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ReviewofLaw4. Optional:AfterJeopardy,instructstudentstoreturntotheirseatsandcompletetheattached“Reviewof
Law”handout.Youmaycollectthistoassessstudentknowledgeretentionwhentheclassperiodisover.Alternatively,thissheetcanbeassignedforhomeworkandcollectedthefollowingclassperiod.
DayTwo(30-40minutes)
StepsintheJudicialProcess:CriminalandCivilProcedure5. Reviewtheoriginsandtypesoflawwithstudents.(Teachersmaywanttohavestudentssharetheir
answerstothe“ReviewofLaw”handoutinpartnersorsmallgroups,oraskdiscussionquestionsoftheclassthatrequirethemtorecallkeypointsfromthepreviouslesson.)Tellstudentsthatintoday’sactivities,theywillbelearningwhathappensafteralawisbrokenastheyfocusonthestepsofthejudicialprocess.
6. Beginbypresentingaconflictscenariotoencouragediscussion.Forexample,selecttwostudentsinthe
classandexplainthatStudentAthrewpoisononStudentB’slawn.Itkilledallofhisgrass.Discuss:• WhatareStudentB’soptionsforjustice?(Letstudentsdiscusspossibleresponsesandofferadditional
questionstofurthertheirthinkingbasedontheirresponses.Forexample,ifastudentrespondsthatafistfightwouldbeinorder,discusshowthiscouldpossiblyresultinhavingtheoriginalvictim(StudentB)gotojailforassault.Whatmightabetteroptionbe?)
• HowwouldStudentBgoaboutfilingalawsuitagainstStudentA?• Whatisthepurposeofthejusticesystem?• Whatdoyoualreadyknowaboutthejudicialprocess?Istheprocessalwaysthesame,regardlessof
thelawbroken?Explain.
7. Tellstudentsthattheywillbeexploringthejudicialprocessforbothcriminalandcivilcases.Passouttheattached“CivilandCriminalProcedureFlowcharts.”Completethesheetwithstudents,describingthedifferentstepsinthejudicialprocess.Trytokeepexplanationsrelativelysimpleasyougothroughthesheet.Ifnecessary,useaspecificexampleforeachprocessandtakestudentsthroughtheprocessusingthatexample.• CivilLawexample:TellstudentsNeighborAallowshisdogtoconstantlyripupNeighborB’sflowers.
o Dispute–Thedogrippinguptheflowers(theproblemitself)o ComplaintFiled–NeighborBfilesalawsuit(orcomplaint)againstNeighborAo NeighborAisthedefendant,andcanchooseanumberofoptions.IfAignoresthecase,a
judgewillruleonthecasewithoutanyinputfromA.IfAfilesforamotiontodismiss,thejudgewilllookoverthecasetodeterminewhethertothrowitoutornot.IfAfilesananswer,wemovetothenextstep
o IfAandBhireattorneys,theythengointoDiscovery.Theywillaskforevidenceandinformationfromoneanother,andarerequiredtosharethisinformationwithoneanother.Adepositionisasworntestimonythatcanhaveperjuryfiledifuntruthful.Interrogatoriesarequestionsthatattorneysaskoneanotherinwrittenformtofindoutmoreinformation.
o Aftertheattorneysgothroughthisprocess,theycansubmittheirevidencetothejudgeandaskforasummaryjudgment.Ifbothagreetothefacts,asummaryjudgmentcanbeobtained.Atthisstep,theycanalsogotoarbitration.Arbitrationislikeatrialformat,withabindingoutcomeattheend.
o Ifnosettlementscanbemade,orarbitrationisnotused,itgoestotrial.Theyselectajury,makeopeningstatements,respond,rebut,andclosetheirarguments.Thereisalowerstandardofproofincivilcases.Ifajurytrial,onlyneedamajority(unlikeunanimousrequirementsincriminalcases).
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o Ifapartydoesnotliketheoutcome,theycanappealtoahighercourt,whocandecidetotakethecaseortonottakeit.Nonewevidencecanbeofferedinanappeal,soitisusuallyonlytakenbyappealinveryseriouscasesorwhenthereisanerrorintheprocessofalowercourt.
o Notetostudentshowlongtheseprocessestake,pointingoutthatthelegalsystemusuallybillsbythehour.Isitmoreeffectiveorlesseffectivetotakeasmallcaselikethisthroughallofthesteps,ortojustsettlethecaseoutofcourt?
• Criminallawexample:Chooseanexamplelikemurder.Explainhowmoreseriousoffensesaremorelikelytogothroughtheentireprocess.Makesuretodiscusswithstudentswhythemajorityofcasesaresettledoutofcourt(legalcosts,pleabargaining,etc.)
o Thecrimeofmurderwascommitted.o Thevictim’sfamilyhastobringcharges.Publicsafetyofficialsalsobringcharges.Inthecaseof
amurder,thetypeofcrimemustbedetermined.(Theywillchoosebetweenmanslaughter,murderinthefirstdegree,second,etc.)Afterchargesarebrought,theymustprocesstheaccused(fingerprints,etc.)
o Theallegedmurdererthenbecomesadefendantafterthecrimeischargedbypublicsafetyofficials.
o Agrandjurywillreviewtheevidenceprovidedbypublicsafetyofficials.Theprosecutor(oftenadistrictattorney)willpresentevidencebeforeagrandjurytodeterminewhetherthereisenoughevidencetoindicttheaccused.
o Theallegedmurdererwillpleadguiltyornotguilty.Prosecutorsanddefendantsoftenhaveconversationsoutsideofthecourtroomtooffer“pleabargains,”orreducedsentencestogetguiltypleas.
o Iftheallegedmurdererchoosesnottopleabargain,thecasegoestotrial.Itfollowsthesameprocessasaciviltrial,butthemajordifferenceisthestandardofproof.Theremustbe“beyondareasonabledoubt”proofthattheaccusedcommittedacrime.Thismeansthattheremustbenoreasonabledoubtthatthemurdererisguilty.Iffoundguilty,thereisasentencingprocess(sometimeschosenbythejudge,sometimesthejury).
o Defendantscanappealthesecases,butnonewevidencecanbeprovided.TheprosecutorsCANNOTappealacasetheyloseincriminalcourt,asthiswouldviolatetheprincipleofdoublejeopardy.Inamurdercasethatgoestotrialandfindsthedefendantguilty,theprocessislikelytobereviewed.Incapitalmurdercases(casesthatinvolvethedeathpenalty),thereareusuallylengthyappealsprocesses.
Civil/CriminalProcedurePosterandPresentation
8. Allowstudentstofurtherexplorethejudicialproceduresforcriminalandcivilcasesbyexaminingoneoftheattachedscenariosandcompletingaposterinwhichtheymapoutthejudicialprocesstheirassignedcasewouldtake:• Breakstudentsintopairsorsmallgroupsandgiveeachpair/groupeithertheattachedBuggsyJones
caseortheBrendaButtoncase.(Trytoensureanequalnumberofpartnersaredealingwitheachcase.)
• Providestudentswith15+minutestoreviewthecaseandproduceaposter(detailedinstructionsareonthehandouts.)
• Aftergoingovertheinstructionsonthehandouts,clarifywithstudentsthatthefinalpostershouldtraceallofthestepsineitherthecriminalorciviljudicialprocess,aswellaschoicestocontinueorendthelegalproceedingsateachpointintheprocess.Theyshouldalsodeterminewhattheywouldrecommendiftheywereprovidinglegaladviceinthecase.(Letstudentsknowthattheydonothavetogothrougheverystep–i.e.pleabargainingandsettlingareoptions.)
9. Oncestudentshavefinishedtheirposters,teachershavetwooptionsforpresentationandreviewof
studentwork:
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• Option1:o Whenstudentshavefinishedtheirposters,havethemhangthemonthewall(separatedby
case).Allowstudentsapproximately5minutesfora“gallerywalk”duringwhichtheycanviewthevariousposters,notinganydifferencesorirregularitiestheyseebetweenposters.(Beforelettingstudentsstarttheirgallerywalk,itwillbehelpfultohavetwostudentvolunteersreadeachcasescenariofortheentireclass.Also,teachersshouldreviewtheirexpectationsforsafemovementaroundtheroom.)
o Whenfinishedwiththegallerywalk,reassemblethestudentsanddiscussbothcasesasaclass.Youmaychoosetocallongroupswhosepostersmadeinterestingarguments,wereespeciallycreative,orwhosedecisionspuzzledyoutoexplaintheirreasoning.
o Youshouldalsoaskstudentsthemajorsimilaritiesanddifferencestheynoticedbetweentheirgroup’sposterandotherpostersonthesamecase.Clarifyanyinconsistenciesorincorrectposters.
• Option2:o Afterallpartnershavecompletedtheirposter,combineeachpairofstudentswithanotherpair
ofstudentsthatworkedontheoppositecase.Haveeachpairofstudentsinthesenewlyformedgroupsoffourteachtheothertwostudentsabouttheircaseanditsprocess.Eachpairinthegroupoffourshouldsummarizethecaseonwhichtheyworked,explainwhetheritiscivilorcriminal,explaintheprocesstheybelievethecasewouldtakethroughthejudicialsystem,andexplainwhattheirrecommendationsregardingthecasewouldbe.
o Onceallpairsintheirnewlyformedgroupshavetaughtoneanotheraboutthetwocases,bringtheclassbacktogetheranddiscusseachcaseasawholeclass,ensuringallstudentsunderstandaccurateproceduresandoptionsforeachcase.Clarifythechoicesvariousgroupsmade.(Forexample,afteraskingforthedecisionsthatstudentsmadeastheywentthroughthelegalprocess,ifastudentsaystheywentallthewaythroughtheappealsprocessintheBrendacase,askthemhowexpensivetheythinkthatprocesswouldbe.IftheysaidtheytookapleabargainintheBuggsycase,askthemwhethertheywoulddoitiftheywere100%positivethattheirclientwasinnocent.Usetheiranswersasjumpingoffpointsfortheclasstohaveadiscussionabouthowthelegalsystemworks.)
10. Optionalhomeworkorquiz:Providetheattachedsampletextquestionsforstudentstocompleteasan
assessmentattheendofclass,orforhomework.
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TenCommandmentsWarm-UpImage
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LawOriginsName: Period: Date:TypesofCodes
• MoralCode–
• LegalCode–
FamousCodesofLawThroughHistory
• CodesofHammurabi()–
• TenCommandments()–
• JustinianCodes()–
• DraconianLaws()–
• EnglishBillofRights()–
• BritishCommonLaw()–
• IroquoisNation’sConstitution()–
• SocialContract()–
• MagnaCarta()–
• DeclarationofIndependence()–
• U.S.Constitution()–
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TypesofLaw• Usingthesedifferentorigins,manydifferent___________oflawdeveloped.
• Therearesevenmajortypesoflaw:
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CommonLaw
CriminalLaw
CivilLaw
ConstitutionalLaw
AdministrativeLaw
StautoryLaw
InternationalLaw
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LawOrigins-KeyName: Period: Date:TypesofCodes
• MoralCode–Acodeofconduct.Whatisright/wrong.DefinedbySociety.
• LegalCode–Atypeoflegislationthatcreateslawsforasociety.Unlikea
MoralCode,thesecanbeenforcedinacourtoflaw.
FamousCodesofLawThroughHistory
• CodesofHammurabi(1760BC)–DevelopedinAncientBabylon,thiscodedemonstrates
reciprocalpunishment.Meaningan“eyeforaneye:”
• TenCommandments(Approx.1446BC)–AlistofmoralandreligiousprinciplesgiventoMosesin
AncientIsrael.Containsmanyprinciplesstillusedtoday(thoushallnotkill,steal,covet,etc.)
• JustinianCodes(529-534AD)–ThisCode,fromtheByzantineEmpire,compiledmanyRoman
Lawsintodifferentsingularareas.BecameabasisforcivillawintheByzantineEmpire.
• DraconianLaws(Around610BC)–AncientGreekcode.Thecodewasveryharsh,orderingdeath
formanycrimes(includingtinyoneslikestealinganapple).Thiswasdonetoquellrebellions,but
didnotwork.
• EnglishBillofRights(1689)–ProtectedcertainrightsofEnglishcitizens,includingtherightto
petitionandbeararms.
• BritishCommonLaw(1154)–CommonLawistheideathatcurrentcourtcasescanbejudged
basedontheideaofprecedent.Courtsreviewcasesanddecideonprecedent.Courtscanalso
overturnprecedent.
• IroquoisNation’sConstitution(1500s)–AlsocalledGayanashagowa(orGreatLawofPeace).This
createda“GreatPeacemaker”(likeaPresident),andisthoughttohaveinfluencedtheUS
Constitution.
• SocialContract(1651,1689,1762)–DevelopedbyHobbes,Rousseau,andLocke,thisistheidea
thatpeoplegiveupsomeoftheirrightsinordertomaintainasocietyandgovernment.
• MagnaCarta(1215)–M.C.requiredtheKingofEnglandtobeboundbylaws.Italsoprotected
“habeascorpus,”ortherighttoappealunlawfuldetention.FormedalargebasisoftheUS
Constitution.
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• DeclarationofIndependence(1776)–WrittenprimarilybyThomasJefferson,thisstatementis
notlaw,butidentifiesmanyhumanrightsandprinciplesthatinformourlawstoday.Also
declaredUSindependence.
• U.S.Constitution(1787)–BasisofAmericanlaw,establishedprotectedrightsintheBillofRights.
LawTypes• Usingthesedifferentorigins,manydifferenttypesoflawdeveloped.
• Therearesevenmajortypesoflaw:
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CommonLaw
•Crucialtounderstandinghowlawworks.TheUSConstitutiondoesnothavealllawsspelledout,butinstead,thecourtsreviewpreviouscasesandmakedecisionsbasedonprecedent.Attimes,courtsoverruleprecedents(orStareDecisis).
CriminalLaw
•Punishmentforcrimes(includingjail,execution,parole,andfines).Thisisusuallyenforcedbythegovernment,shownonmostTVshows.•Twotypesofsentences,amisdemeanorandafelony.
CivilLaw
•Thesearedisputesbetweenindividualsorprivateparties.Thishappenswhensomeonewrongsanother,andisusuallyrequiredtopaymoneytorightthewrong.Thinkofacaraccident.Onepersonisinthewrong,butwasbeingnegilgent(notcriminal).Theypaytheotherpartytorightthewrong.Areasincludetort,contract,wills,andothers.Atortisalawsuitthatonepartyfilesagainstanother(youcangiveanexampleofalawsuit).
ConstitutionalLaw
•GovernstheinterpreatationoftheUSConstitution.ThiswasthebasisformanydecisionsofpublicpolicyinAmerica(Brownv.Board,Roev.Wade,Bushv.Gore,etc.).Thereareargumentsaboutwhethertointerpretthetextliterally,orassomethingtobeinterpretedasthecountrychanges.
AdministrativeLaw
•ThisareaoflawcoverstheGovernmentAgencies.ThisincludestherulesoftheFoodandDrugAdministrationforexample.Therearetworolesthisareahas,rule-makingandadjudication.Adm.Lawmakesrulestoregulateindustries,anddecidescasesthroughadjudication(ortheenforcementofthoserules).
StautoryLaw
•ThesearelawspassedbytheStateLegislatureortheUSCongress.Thesebeginas"bills"beforebecominglaw.Theyactlikeanadditionalbranchoflaw,andcoverawidevarietyofareas.Ifalawisfoundtobe"unconstitutional"theUSorStateSupremeCourtscanstrikeitdown.
InternationalLaw
•Thesearelawsbetweendifferentcountries,expressingtreaties,tradeagreements,andothervaluesandstandards.Forexample,theGenevaConventionsareatypeofinternationallawthatbanpracticesliketorture.
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ReviewofLaw–Side1Name: Period: Date:
FamousCodesofLawThroughHistory
Pickoneofthefamousexamplesoflawthroughouthistory.Provideabrief
discussionofthatlaw,andhowyouthinkitinformsthelawthatwemaketoday.
Youmayuseanyoneoftheelevenexamplesprovidedinyournotes.
TheAreasofLaw
Nexttoeachareaoflawbelow,pleaseprovideadefinitioninYOUROWNWORDS,aswellasan
exampleofthisareaoflaw.YoumaydrawonthemanyexamplesbroughtupinourJeopardygame,
yourpersonalexperiences,oryoumayattempttomakeoneup.Forexample,withCriminalLaw,I
mightmakeuptheexamplecrimeofstealing700lbsofmayonnaisefromthelocalgrocerystore.This
wouldbetriedinacriminalcourtbecauseitinvolvestheft.
1.CommonLaw-
2.CriminalLaw-
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ReviewofLaw–Side2
TheAreasofLaw–cont’d
3.CivilLaw-
4.ConstitutionalLaw-
5.AdministrativeLaw-
6.StatutoryLaw-
7.InternationalLaw-
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CivilandCriminalProcedureFlowchartsName: Period: Date:
CivilProcedure CriminalProcedure
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1.Dispute
2.Complaintfiled
3.Defendantcan:
4.DiscoveryPeriod
5.Askforsummaryjudgement
6.Trial
7.Appeals
1.CrimeCommitted
2.Prosecuted/Processed
3.Charged
4.Indicted
5.Plea
6.Trial/Verdict
7.Appeals
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CivilandCriminalProcedureFlowcharts-KeyName: Period: Date:
CivilProcedure Majoritysettledoutofcourt CriminalProcedureMajorityplea
bargained
1.DisputeLitigationhappensbecauseatleasttwopeopledisagreeoversomething
2.ComplaintfiledTheplaintifffilesalegalcomplaintagainstadefendantinacivilcase.
3.Defendantcan:1.Ignoreandreceivedefaultjudgement,2.Motiontodismiss,3.Fileanswertocomplaint
4.DiscoveryPeriodBothsidesfindoutinformationfromoneanotherthroughdepositionsandinterogatories
5.Askforsummaryjudgement/avoidtrialSummaryjudgmentsarebeforeatrialwhennodisputes.Canalsosettlethecaseorgotoarbitration(bindingagreementoutofcourt)
6.TrialJuryselection/openingstatementsbyplaintiff,responsebydefense/rebuttals/closingarguments.Onlyneed51%ofjurytoagree.
7.AppealsYoucanfileanappealtoahighercourt,buttheydonottakenewevidence.
1.CrimeCommittedAnoffensehastobecommittedandaninvestigationhastobeconducted
2.Prosecuted/ProcessedChargeshavetobebrought,theaccusedmustbeprocessed(fingerprint,etc.)
3.ChargedAfterchargesarebrought,theaccusedbecomesadefendant
4.IndictedGrandjurydeterminesifenoughevidencetoindict.Onlyprosecutorpresentsevidence.
5.PleaCanpleadguiltyornotguilty.Oftenprosecutorswillofferlightersentencesthrough"pleabargaining"togetguiltypleas
6.Trial/VerdictSameprocess,althoughhigherburdenofproof"beyondareasonabledoubt."
7.AppealsCanappealcases,butnonewevidence.Capitalmurdercaseshavemany(lengthy)appealsprocesses.
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TheCaseofBuggsyJones&Gas-Em’-Up-Poster
Directions• Youwillhave______minutestocompleteyourgroupwork.• Beginbyindividuallyreadingthecasesummary.Jotdownsomenotes
aboutthecaseandunderlinetheimportantpoints.• Onceyouandyourpartner/grouphasfinishedreading,talkaboutthecase,
summarizingitforoneanotherandclarifyinganyquestions.Determinewhattypeofcasethisis:criminalorcivil.
• Next,mapout(onnotebookpaper)thestepsthiscasewouldgothroughinthejudicialprocess.TraceALLofthepossiblestepsofthiscase.Youmayuseyournotestoensureaccuracy.
• Ateachstep,eachofyoushoulddecidewhetheryouwouldadviseyourpotentialclienttocontinueintheprocessornot.ProvideashortexplanationofWHYyouwouldadvisetheclientthisway.(Forexample,ifyoutellaclienttogoallthewaythroughtheappealsprocess,WHYdoyouthinkthisisinyourclient’sbestinterest?)
• Onceyouaresureofthejudicialprocessthecasewouldgothrough,andhaveexploredalloftheoptionsateachstep,createaposterdetailingthisinformation.Anyoneunfamiliarwithyourcaseandthejudicialprocessshouldbeabletolearnthisinformationfromreadingyourposteranditsmapofthejudicialprocess.Becreative,colorful,andaccurate!
• Allgroupmembersmustparticipate.Bepreparedtoshareyourposterswithclassmates,aswellastakequestionsfromyourteacherandfellowclassmatesregardingyourwork.
CaseSummary
BuggsyJonesisaccusedofrobbingGas-Em’-Up,agasstation.Theownerreportedtherobberytopoliceofficers.Thepoliceperformedaninvestigation,andtheownerclaimsthatBuggsyrobbedhimatgunpoint.SecuritycamerafootageofBuggsyisprovidedbytheowner,althoughtherobberwaswearingamask.ThePoliceseethisasanopenandshutcase.TheychargeBuggsywitharmedrobbery,andofferhima2yearsentenceinexchangeforaguiltyplea.Buggsymaintainshisinnocence.Yourgroupneedstohelpadvisehimofthelegalprocessandhisoptionsgoingforward.
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TheCaseofBrendaButtonv.GoGoAuto-Poster
Directions• Youwillhave______minutestocompleteyourgroupwork.• Beginbyindividuallyreadingthecasesummary.Jotdownsomenotes
aboutthecaseandunderlinetheimportantpoints.• Onceyouandyourpartner/grouphasfinishedreading,talkaboutthe
case,summarizingitforoneanotherandclarifyinganyquestions.Determinewhattypeofcasethisis:criminalorcivil.
• Next,mapout(onnotebookpaper)thestepsthiscasewouldgothroughinthejudicialprocess.TraceALLofthepossiblestepsofthiscase.Youmayuseyournotestoensureaccuracy.
• Ateachstep,eachofyoushoulddecidewhetheryouwouldadviseyourpotentialclienttocontinueintheprocessornot.ProvideashortexplanationofWHYyouwouldadvisetheclientthisway.(Forexample,ifyoutellaclienttogoallthewaythroughtheappealsprocess,WHYdoyouthinkthisisinyourclient’sbestinterest?)
• Onceyouaresureofthejudicialprocessthecasewouldgothrough,andhaveexploredalloftheoptionsateachstep,createaposterdetailingthisinformation.Anyoneunfamiliarwithyourcaseandthejudicialprocessshouldbeabletolearnthisinformationfromreadingyourposteranditsmapofthejudicialprocess.Becreative,colorful,andaccurate!
• Allgroupmembersmustparticipate.Bepreparedtoshareyourposterswithclassmates,aswellastakequestionsfromyourteacherandfellowclassmatesregardingyourwork.
CaseSummary
BrendaButtonwasinaseriouscaraccident;shewashitbyadrunkdriver.Brendasuesthedrunkdriverfornegligentbehavior.Brendaalsosueshercar’smanufacturer,GoGoAuto,sincewhenthecarBrendawasdrivingwasstruckbythedrunkdriver,theairbagsdidnotdeploy.ThiscausedseriousfacialinjurytoBrenda.GoGoAutohashiredyouasanattorneyinthiscase.Yourjobistowalkthemthroughthedifferentstepsoftheprocessandadvisethemoftheirbestoutcomes.Itshouldbenotedthatasimilarincidenthappenedtwicebeforewiththeircompetitors,JoyAutoandCarLoveAuto.JoyAutowentthroughtheentirelegalprocessandlosttheirlawsuit(incurringlegalfeesandacashawardtotheplaintiff).CarLoveAutosettledoutofcourtforanundisclosedamount.
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Name:Period:Date:1.ThiscodeoflawwasdevelopedinAncientBabylonanddemonstratedtheprincipleofreciprocalpunishment.A. CodesofMontezumaB. TheJustinianCodesC. TheBabylonianCodesD. CodesofHammurabi2.AllofthesehistoricaldocumentsinfluencedtheAmericansystemoflawEXCEPT:A. DraconianLawsB. IroquoisNation’sConstitutionC. SocialContractTheoryD. CodesofPonceDeLeon3.WhichofthesedocumentslimitedthepowerofEngland’sKingandforcedhimtobeboundbytheruleoflaw?A. TheMagnaCartaB. TheEnglishBillofRightsC. TheDeclarationofIndependenceD. EnglishCommonLaw
4.Whichofthesedocumentsis/wasnotalegallybindingdocument?A. TheUnitedStatesConstitutionB. TheDeclarationofIndependenceC. TheEnglishBillofRightsD. CodesofHammurabi
5.Readthedescriptionofthelegalcasebelowanddecidetheareaoflawbestsuitedtohandlethecase.Acompanymanufacturestomatosoup.Thecancontainingthesoupcontainsadefectthatcausesconsumerstoinjuretheirhandswhentheyopenthecan.Theconsumerswanttofilealawsuittopayfortheirmedicalbills.A. StatutoryLawB. AdministrativeLawC. CivilLawD. CriminalLaw
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6.Lawsthatgovernagreementsbetweencountries(suchastreatiesandagreements)aregovernedbywhatareaoflaw?A. UnitedNationsResolutionsB. InternationalLawC. ConstitutionalLawD. CommonLaw7.Ifatheftoccursinagrocerystore,thestore’sownermayfindalegalresolutionineachavenueEXCEPT:A. CivilLawCaseB. CriminalLawCaseC. AdministrativeLawCaseD. Notfilingcharges9.AdecisionbroughtbeforetheUnitedStatesSupremeCourtisusuallywhichareaoflaw?A. ConstitutionalLawB. CommonLawC. CriminalLawD. StatutoryLaw
9.Acomplaintis_____________________.A. WhenadefendantfilesamotiontodismissacasebasedonalackofevidenceB. WhenaplaintifffilesamotiontodismissacasebasedonalackofevidenceC. WhenaplaintifffilesalegalchargeagainstadefendantD. Whenadefendantfilesalegalchargeagainstaplaintiff10.SelectthecorrectorderinCriminalLawProcedure:A. Complaint→Discovery→TrialB. Appeal→Discovery→TrialC. Trial→Discovery→AppealD. Indictment→Trial→Appeal11.TheDiscoveryPeriodinaCivilLawcaseisbestdefinedas:A. Whenbothsidesfindoutinformationfromoneanotherthroughdepositionsandinterrogatories.B. Whenbothsidesdiscoverevidencebythemselvesandseeksubpoenapowers.C. WhenaclaimantdiscoversthatacaseisnotworththelegalexpensetofileD. Whenthecrimeisdiscovered.
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AnswerKey1.D2.D3.A4.B5.C6.B7.C8.A9.C10.D11.A
