Curriculum

= = =Curriculum Guide for Criminal Justice =


 * Unit One: Laws, crimes, and the classification of crimes. **


 * Teaching Point: Why have infamous trials made the headlines of America’s news? **

Key points:  a) Introduction of the criminal justice system.  b) Explain the need for laws in an organized society.  c) From the book, __Infamous Trials__, by Bruce Chadwick, have students read in groups one of the chapters covering an ‘infamous trial’.  d) As a group, students must complete a written summary of the case. Students must identify the defendant(s) and the charge(s) he or she were facing.


 * Teaching Point: Why are laws necessary? **

Key points: a) Definition of a law.   b) U. S. Constitution as the supreme law. c) Why it’s necessary to have laws.   d) Federal, state, and local laws.


 * Teaching Point: How do law enforcement officials define crimes? **

Key points: a) Definition of a crime- including mental state of mind (intentionally, knowingly, criminally reckless, and criminally negligent). (see worksheet)   b) Classification of crimes- misdemeanors and felonies. c) Examples of misdemeanors and felonies and their punishments.

Teaching Point: How are the causes of criminal behavior viewed by the experts?

Key points: a) Discuss factors leading to criminal behavior: Poverty-unemployment, poor policing, drugs-abuse and distribution, youth population.  b) Discuss the problem crime in inner city neighborhoods.


 * Teaching Point: Why do law enforcement officials categorize crimes? **

Key points: a) Major categories of crime- crimes against persons, crimes against property, white-collar crimes, and victimless crimes. (see worksheet)   b) Identifying violent crimes.

Teaching Point: Why are certain types of property crimes on the rise today?
Key points: a) Identify property crimes: Includes larceny and destruction of property.   b) Examples of property crimes: Larceny, burglary, auto-theft, forgery, vandalism, arson, embezzlement, forgery, etc. c) Types of property crimes on the rise: auto-theft, phone and computer ‘hacking’, software piracy, etc.   d) Looking at the cost of property crimes.


 * Teaching Point: Why do criminals committing violent acts receiver harsher penalties than other offenders? **

Key points:  a) Define violent crime: Use of force or threat of use of force in committing a crime.  b) Examples of violent crimes: assault, battery, rape, robbery, and homicide.  c) Harsh penalties for violent criminals: Societies need to feel safe and intolerance of inhumane acts.


 * Unit Two: Overview of the federal, state, and local court systems. **


 * Teaching Point: How does the U. S. Constitution provide for a dual court system? **

Key points: a) U. S. Constitution and separation of powers provide for a dual court system.   b) Original and appellate jurisdiction. c) Trial courts and appellate courts.   d) Criminal cases v. civil cases.


 * Teaching Point: How are the courts of the U. S. Federal Court System organized? **

Key points: a) Overview of the federal court system- identifying the courts and jurisdiction. (see chart)   b) Functions of the U. S. Supreme CT. and other federal courts. c) Identifying federal crimes and jurisdiction.


 * Teaching Point: Why are certain cases handled by New York State and New York City courts? **

Key points: a) Overview of state and local courts. (see chart)   b) Jurisdiction of courts over criminal and civil matters. c) Distinguishing courts with original and appellate jurisdiction.   d) Examples of which cases will be handled by the various courts.


 * Teaching Point: How are cases appealed to the next level? **

Key points: a) Appealing a verdict/decision.   b) Identifying which courts has appellate jurisdiction. c) Discuss possible outcomes of cases on appeal.   d) Appealing a case all the way to the U. S. Supreme CT.


 * Unit Three: Rights of the Accused. **


 * Teaching Point: How does the U. S. Constitution and Amendments provide for the protection of individuals accused of committing crimes? **

Key points: a) History behind the ratification of the Bill of Rights.   b) Rights of the accused- Amendments IV, V, VI, VIII, and XIV. c) U. S. Supreme CT. rulings- Gideon v. Wainwright and Miranda v. Arizona.

Teaching Point: How are the provisions of the Fourth Amendment to U. S. Constitution relevant to the way law enforcement officials handle suspects of criminal behavior?

Key points: a) History behind the ratification of the Fourth Amendment.   b) What constitutes a legal search and seizure? c) Authorization of a search warrant.   d) When is a search not needed to conduct a search and seizure? e) Challenges facing evidence obtained during an illegal search.


 * Teaching Point: How does the Fifth Amendment protect individuals accused of criminal activity? **

Key points:  a) Overview of the Fifth Amendment.  b) Discuss terms such as, Grand Jury, indictment, double jeopardy, self-incrimination, etc.  c) Expansion of the Fifth Amendment- Miranda Warnings.  d) Overview of the Miranda case and the U. S. Supreme Court’s ruling.  e) The Fifth Amendment and police interrogations.


 * Teaching Point: How does the Sixth Amendment affect criminal prosecutions? **

Key points:  a) Overview of the Sixth Amendment.  b) Discuss issues such as, speedy and public trial, trial by jury, informed of charges, right to cross-examined witnesses, right to an attorney, etc.  c) The Gideon case and the expansion of the Sixth Amendment. <span style="margin-left: 39.0pt; mso-list: l30 level1 lfo11; tab-stops: list 39.0pt; text-indent: -.25in;"> d) Some the duties perform by the defense attorney.


 * Teaching Point: How has the U. S. Supreme Court interpreted cruel and unusual punishment? **

Key points: <span style="margin-left: 42.0pt; mso-list: l35 level1 lfo12; tab-stops: list 42.0pt; text-indent: -.25in;"> a) Overview of the Eighth Amendment. <span style="margin-left: 42.0pt; mso-list: l35 level1 lfo12; tab-stops: list 42.0pt; text-indent: -.25in;"> b) Protection from excessive bail and cruel and unusual punishment. <span style="margin-left: 42.0pt; mso-list: l35 level1 lfo12; tab-stops: list 42.0pt; text-indent: -.25in;"> c) The changing definition of cruel and unusual punishment. <span style="margin-left: 42.0pt; mso-list: l35 level1 lfo12; tab-stops: list 42.0pt; text-indent: -.25in;"> d) The Eighth Amendment and cruel and unusual punishment.

Teaching Point: Why is it necessary to have a system of criminal justice?
Key points: a) Define criminal justice. The need for enforcement of laws and punishment of violators.   b) Components of the criminal justice system: Law enforcement agencies, courts, and corrections.


 * Teaching Point: Why is the criminal justice system of New York a complex system with various components? **

Key points: <span style="margin-left: 42.0pt; mso-list: l20 level1 lfo18; tab-stops: list 42.0pt; text-indent: -.25in;"> a) Identify the basic steps from arrest to sentencing. (see worksheet) <span style="margin-left: 42.0pt; mso-list: l20 level1 lfo18; tab-stops: list 42.0pt; text-indent: -.25in;"> b) Demonstrate the disposition of most cases entering the criminal justice system: Some defendants released, some defendants plead guilty, some defendants move on to trial. <span style="margin-left: 42.0pt; mso-list: l20 level1 lfo18; tab-stops: list 42.0pt; text-indent: -.25in;"> c) Explain the court system’s response to misdemeanors and felonies.

Teaching Point: Why are some of the possible outcomes for people accused of committing crimes sometimes vary?

Key points: a) Identify some of the possible outcomes for those entering the system: Rehabilitation and corrections.  b) Misdemeanor offenders: Probation, community service, drug rehabilitation, counseling-therapy, jail time, etc. c) Felony offenders: Prison sentence, death penalty, rehabilitation, parole, etc.  d) Failure to indict, not guilty verdict, etc.

Teaching Point: How is serving time and jail and prison different experiences?

Key points: a) Jails for persons awaiting trial and those convicted of misdemeanors.  b) Prison for convicted felons. c) Local jails in New York City and prisons upstate.

Teaching Point: How does the system of probation compare with that of parole?

Key points: a) Misdemeanors and probation: conditional liberty.  b) Felonies and parole: risk of repeat offenders. c) What arguments surround the abolishment of parole?

Teaching Point: Why are certain problems on the rise while ‘doing’ time?

Key points: a) Violence in jails and prisons.  b) Overcrowding of prisons. c) Growth of gang population in prisons.

Unit Five: Juvenile Justice.

Teaching Point: How are juveniles processed in our justice system?

Key points: a) History behind development of a dual system.  b) Probation for juvenile offenders.

Teaching Point: How are juveniles handled by the justice system?

Key points: a) Special rights and protections for juveniles.  b) Status offenders v. juvenile offenders. c) Transferring juveniles to the adult system.

Teaching Point: Video- “Homicide: Lessons in Law- Every Mother’s Son”

Key points: a) Video clip from the “Homicide” television show depicting the transferring of a minor from the juvenile system to the adult system.  b) After viewing video clip, students complete exercise on the growing debate of juveniles tried as adults.

__**Texts and Materials Used:**__

1. __ Infamous Trials, __ by Bruce Chadwick, Chelsea House Publishers 1997. 2. __ Juvenile Crime, __ by Marcia Satterthwaite, Chelsea House Publishers 1997. 3. __ Crime and Justice in New York City: Vol. I __, 200-2002 edition, edited by  Andrew Karmen. 4. __ Prisons, __ by Ann G. Gaines, Chelsea House Publishers 1999. 5. __ Children, Violence, and Murder __, by Richard Worth, Chelsea House Publishers 2001. 6. __ Rights of the Accused __, by Andrea Campbell, Chelsea House Publishers 2001. 7. Video- “Homicide: Life on the Street- Lessons in Law”. Clips of “Every Mother’s Son” and “Full Court Press”.

Suggested Homework Assignments

<span style="border: initial none initial; display: block; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"> <span style="border: none; mso-border-bottom-alt: dotted windowtext 3.0pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in;">Homework Assignment Sheet for Criminal Justice

__**Unit One:**__ Assignment #I-1 1. From the book, __Infamous Trials__ read pages19-25. 2. Complete the vocabulary/question worksheet on the Salem Witch trials.

Assignment #I-2 3. From the book, __Infamous Trials__, review the selection read in class and answer the following questions: a) What charges did the defendant face?  b) What evidence and testimony was used during the trial? c) Explain in your own words whether or not you agree with the jury’s verdict.

Assignment #I-3 1. What is the definition of a law? 2. Read the excerpt from the // Mentor Law Book // on the definition of a crime. 3. What is the definition of a crime? How are various levels of crimes defined by law enforcers?

Assignment #I-4 1. From the worksheet, “A Crime or No Crime”, identify which of the situations are crimes and provide your reason for each one.

Assignment #I-5 1. From the worksheet, “Categorizing Crimes”, rate each of the criminal acts and identify them as misdemeanors or felonies.

__**Unit Two:**__ Assignment #II-1 1. Review the chart on the federal court system. 2. Identify four courts of the federal court system. 3. Explain which types of cases are heard by each of the court. What criteria is needed to identify which courts have original jurisdiction over each cases?

Assignment #II-2 1. Review the chart on the New York State court system. 2. What types of cases are heard by the New York State Supreme CT.? Explain. 3. What types of cases does Family CT hear? Explain your answer. 4. Which courts in New York hear cases on appeal?

Assignment #II-3 1. Review both the Federal Court System and New York State Court System and identify which courts have appellate jurisdiction. 2. Identify the types of cases that are often heard on appeal by these courts. 3. What cases does the U. S. Supreme CT. have original and appellate jurisdiction over?

Assignment #II-4 1. Complete the worksheet on the U.S. Constitution on identifying original and appellate jurisdiction.

__**Unit Three**__: Assignment #III-1 1. From the Constitution handbook read Amendments IV, V, VI, VIII, and XIV. 2. Complete the “Rights of a Person Accused of a Crime”.

Assignment #III-2 1. From the book, __Rights of the Accused__, read pages 29-33. 2. Define the following terms: a) Affidavit  b) Fourth Amendment c) Probable cause  3. In your opinion, should law enforcers be required to present a search warrant to search private property? Explain.

Assignment #III-3 1. From the book, __Rights of the Accused,__ read pages 51-61. 2. Complete the following questions: a) What charges were filed against Ernesto Miranda in 1963?  b) On what grounds did the Supreme CT. overturn Miranda’s conviction? c) What protections does the Fifth Amendment provide?  d) How does the Grand Jury System protect individuals accuse of committing crimes?

Assignment #III-4 1. From the book, __Rights of the Accused__, read pages 63-79. 2. Complete the following questions: a) Why did the writer’s of the Fifth Amendment believe it was important to provide the accused with a speedy and public trial?  b) What facts are surrounding the Gideon case? c) Should the government provide and pay for counsel for those facing criminal prosecution? Explain.

Assignment #III-5 1. Complete the following questions: a) In your opinion, what is ‘cruel and unusual’ punishment?  b) Is the death penalty cruel and unusual? Explain. c) What are some of the various ways the death penalty is executed throughout the United States?
 * __Unit Four:__**

Assignment #IV-1 1. Complete the following questions: a) Identify three law enforcement agents/agencies in New York City.  b) Identify three courts in New York and the cases each of them handle. c) Identify two correctional facilities found in New York.

Assignment #IV-2 1. Review the chart, “The Criminal Justice Highway”. 2. Complete the following questions: a) Explain 3 ways a person can exit the criminal justice system.  b) What happens at the indictment step of the process? c) What is the difference between jail and prison?

Assignment #IV-3 1. Interview an adult asking the following questions: a) How do you feel about our current system of parole where a convicted felon may be released early from prison?  b) Do you believe convicted felons can be rehabilitated? Explain. c) Should all offenders register their residences in the same manner as sex offenders? Explain.

Assignment #IV-4 1. Complete the following questions: a) What are some of the suggestions made in regard to how to deal with overcrowding prisons?  b) How can we balance the problem of overcrowding prison/jails with keeping correctional facilities out of residential neighborhoods?

__**Unit Five**__:

Assignment #V-1 1. From the book, __Juvenile Crime__ read pages 37-45. 2. Complete the following questions: a) What reforms were made to the justice system’s handling of juvenile who committed crimes in the 1800’s?  b) What affect did the changes in immigration patterns and poverty levels of the 1800’s have on juvenile crime statistics? c) Which state in America set up the first juvenile court under the doctrine of the state as parent (parens patriae)?  d) What standards did the Gerald Gault case of 1967 set in regards to the handling of juvenile offenders?

Assignment #V-2 1. From the book, __Juvenile Crime__ read pages 13-25. 2. Complete the following questions: a) How did Terrance choose to resolve the problems he was experiencing with Joe?  b) According to some experts, what are some of the risk factors for children becoming violent? c) According to the chart on p.17, what percentage of crimes do juveniles commit? What percentage of the crimes do violent juveniles commit?

Assignment #V-3 1. Complete the worksheet for the video, “Homicide: Every Mother’s Son”.

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