AZ CTE Curriculum Consortium
Law Public Safety:
Courts
Lesson Title: Jurisdiction / Lesson 1 of ___ ; Unit #13Duration: 150 minutes / Teacher/Student Ratio: 1:20
Lesson File Name: LAW-Courts-Lesson1
STANDARD & MEASUREMENT CRITERIA
3.0 INVESTIGATE FUNCTIONS AND RULES FOR CRIMINAL AND CIVIL COURT PROCEDURES
3.1 Describe the levels of the court system, their differences and purposes
3.2 Describe federal jurisdiction relative to state jurisdiction and concurrent federal and state jurisdictions
OBJECTIVES / TERMINOLOGY
Student will be able to:
1. Define terminology
2. Illustrate different jurisdictions by completing a Venn Diagram
3. Identify limits on jurisdiction
4. Research the evolution of laws enforcement
5. Create a pictorial timeline depicting the historical development of law enforcement in America / Code of Hammurabi - a well-preserved Babylonian law code, dating to about 1780 BC
Bobbies – the popular British name given to members of Sir Robert (Bob) Peel’s Metropolitan Police Force
Bow Street Runners – An early English police unit formed under the leadership of Henry Fielding, magistrate of the Bow Street region of London
Comes Stabuli – A nonuniformed mounted law enforcement officer of medieval England. Early police forces were small and relatively unorganized but made effective use of local resources in the formation of posses, the pursuit of offenders, and the like.
Directed Patrol - a police management strategy designed to increase the productivity of patrol officers through the scientific analysis and evaluation of patrol techniques
Evidence-Based Policing – The use of best available research on the outcomes of police work to implement guidelines and evaluate agencies, units and officers
Exemplary Projects Program – An initiative, sponsored by the Law Enforcement Assistance Administration, designed to recognize outstanding innovative efforts to combat crime and to provide assistance to crime victims
Federal Law Enforcement Agency – A U.S. government agency or office whose primary functional responsibility is the enforcement of federal criminal laws
Kansas City Experiment – The first large-scale scientific study of law enforcement practices. Sponsored by the Police Foundation, it focused on the practice of preventive patrol
LEAA- Law Enforcement Assistance Administration – A now-defunct federal agency established under Title I of the Omnibus Crime Control and Safe Streets Act of 1968 to funnel federal funding to state and local law enforcement agencies
Municipal Police Department – A city- or town-based law enforcement agency; also known as the local police
New Police – A police force formed in 1829 under the command of Sir Robert Peel. It became the model for modern-day police forces throughout the Western world. Also called the Metropolitan Police Force.
Night Watch – An early form of police patrol in English cities and towns
Private Protective Services – Independent or proprietary commercial organizations that provide protective services to employers on a contractual basis.
Scientific Police Management – The application of social science techniques to the study of police administration for the purpose of increasing effectiveness, reducing the frequency of citizen complaints, and enhancing the efficient use of available resources
Sheriff – The elected chief officer of a county law enforcement agency. The sheriff is usually responsible for law enforcement in unincorporated areas and for the operation of the county jail.
Statue of Winchester – A law, written in 1285, that created a watch and ward system in English cities and towns and that codified early police practices.
Sworn Officer – A law enforcement officer who is trained and empowered to perform full police duties, such as making arrests, conducting investigations, and carrying firearms.
Vigilantism – The act of taking the law into ones’ own hand
Wickersham Commission – The National Commission on Law Observance and Enforcement. In 1931, the commission issued a report stating that Prohibition was unenforceable and carried a great potential for police corruption.
INTRODUCTION
Teacher presents Bellwork slide LAW-Courts-PPT1 and instructs students to write on their slates “How and when did law enforcement begin?” Teacher instructs students to share with their partner and prompts students to show. Teacher calls on non-volunteers.
Teacher instructs presents Introduction slide and instructs students to think about the different law enforcement areas in Pima County. Teacher instructs students to share with their partner and calls on non-volunteers.
Teacher presents Objectives slide and instructs students to paraphrase each objective with their partner. Teacher calls on non-volunteers.
Purpose of today’s learning: Teacher states that the purpose of today’s lesson is to learn about jurisdictions.
CONTENT
TEACHER ACTIONS / STUDENT ACTIONS
Define Terminology
1. Teacher presents Terminology slide and instructs students to complete a vocabulary square LAW-Courts-Handout1a for each term using a dictionary or Criminal Justice Today. Teacher instructs students to share their meaningful sentence with their partner and calls on non-volunteers. / 1. Students complete a vocabulary square for each term using a dictionary or Criminal Justice Today. Students share their meaningful sentence with their partner and are ready to share if called upon.
Illustrate different jurisdictions by completing a Venn Diagram
2. Teacher presents slide Two types of courts and instructs students to list the Federal Court system on LAW-Courts Handout 1b. Teacher instructs students to star any courts that they have heard of before today’s lesson. Teacher calls on non-volunteers. / 2. Students list the courts on their note-taker. Students star any courts they have heard of before today’s lesson. Students are ready to share if called upon.
3. Teacher presents slide Federal System: US District Courts and instructs students to add to their notes the purpose, number, jurisdiction and an example. / 3. Students add to their notes the purpose, number, jurisdiction and an example.
4. Teacher presents slide Federal System: US Court of Appeals and instructs students to note the purpose, number, jurisdiction and an example. Teacher instructs students to be ready to share one similarity between the US District Courts and the US Court of Appeals with their partner. Teacher calls on non-volunteers. / 4. Students note the purpose, number, jurisdiction and example about the US Court of Appeals. Students are ready to share one similarity between the US District Courts and the US Court of Appeals with their partner. Students are ready if called upon.
5. Teacher presents slide of the Supreme Court and then presents slide Federal System: US Supreme Court and instruct students to continue noting the purpose, number, jurisdiction and an example. / 5. Students continue noting the purpose, number, jurisdiction and example in their notes about the Supreme Court.
6. Teacher present slide of State system: Trial Courts and instructs students to continue noting purpose, number, jurisdiction and an example. / 6. Students continue noting purpose, number, jurisdiction and an example about Trial Courts.
7. Teacher presents slide City Court and instructs students to note purpose, jurisdiction and an example. / 7. Students continue noting purpose, jurisdiction and example about City Court.
8. Teacher instructs student pairs to create a Venn diagram LAW-Courts-Handout1c listing all of the Courts. Teacher instructs student pairs to present their Venn diagram to another student pair. Teacher instructs student pairs to add any additional information to their Venn diagram. / 8. Student pairs create a Venn diagram listing all of the courts. Student pairs present to another pair. Students add any additional information to their Venn diagram.
Identify limits on jurisdiction
9. Teacher presents slide Jurisdiction slide and instructs students to take notes on the federal, state and concurrent jurisdictions as the teacher advances the slide. Teacher instructs student pairs to write down an example for each. Teacher calls on non-volunteers. / 9. Students take notes on the federal, state and concurrent jurisdictions. Student pairs write down an example for each. Students are ready to be called upon.
Research the evolution of law enforcement
10. Teacher instructs student pairs to use multiple sources to research 15-20 significant events in the history of law enforcement. Teacher instructs student pairs to place these events in chronological order. Teacher instructs student pairs to combine their list with another student pair. Teacher calls on non-volunteers to share. / 10. Student pairs use multiple sources to research 15-20 significant events in the history of law enforcement. Student pairs place these events in chronological order. Student pairs combine their list with another student pair. Students are ready to share if called upon.
Create a pictorial timeline depicting the historical development of law enforcement in America
11. Teacher instructs student pairs to create a pictorial timeline depicting the historical development of law enforcement in America. Teacher instructs students to be ready to present their timeline if called upon. Teacher calls on non-volunteers. / 11. Student pairs create a pictorial timeline depicting the historical development of law enforcement in America. Student pairs are ready to present their timeline if called upon.
CLOSURE
Teacher presents Closure slide and instructs students to write the most significant learning from today’s lesson in one minute. Teacher instructs students to share with their partner. Teacher calls on non-volunteers.
SKILL ASSESSMENT
Evaluate the pictorial timeline.
CONNECTIONS
History.
SAMPLE END OF PROGRAM ASSESSMENT QUESTIONS
1. An early form of police patrol in English cities and towns was
a. Night Watch
b. Night Scope
c. Night Sentry
d. Neighborhood Watch
2. The act of taking the law into one’s own hands is commonly referred to as
a. Night Patrol
b. Direct Patrol
c. Vigilantism
d. Comes Stabuli
3. The popular name given to British police officers is
a. PoPo
b. Place
c. Bonies
d. Bobbies
EQUIPMENT / Computers
Proxima
Slates
Textbook – Criminal Justice Today
Dictionaries
Thesaurus / MATERIALS
SUPPLIES
/ LAW-Courts-Handout1a
LAW-Courts-Handout1b
LAW-Courts-Handout1c
LAW-Courts-Handout1a
(1 per student)
Dry erase markers
RESOURCES / ACCOMMODATIONS
Schmalleger, Frank (2007). Criminal Justice
Today. Upper Saddle River, New Jersey. / To be made in each teacher’s classroom to meet the needs of individual students.
ATTACHMENTS
LAW-Courts-PPT1
LAW-Courts-Handout1a –Vocabulary Squares
LAW-Courts-Handout1b-Note-taker
LAW-Courts-Handout1c-Venn Diagram
1 / AZ CTE CURRICULUM CONSORTIUM: LESSON PLAN Updated 5/16/2011