Understanding Criminal and Tort Law Using Technology

Understanding Criminal and Tort Law Using Technology


Author(s):


David Bowker and Keith Gilpatrick
Adapted from Suzan Toth’s lesson located at http://www.macomb.k12.mi.us/eastdet/Plans/HS-Law.htm


Grade Level:


12th grade/U.S. Government


Timeframe:


5 lessons of 50 minutes each


Lesson Description or Explanation


Students will analyze the differences between civil and criminal procedure. Working in groups, students will identify and research h a shared interest from each type of law. Students will use Inspiration to create graphic organizers for their research project. Students will use books, magazines, newspapers, and the internet to research topics. Students will use PowerPoint to create a multimedia presentation for delivery to the class.


Indiana Curricular Standards



USG.1.8 Define and provide examples of constitutionalism, rule of law, limited government and popular sovereignty in the United States Constitution and explain the relationship of these three constitutional principles to the protection of the rights of individuals. (History; Individuals, Society and Culture)


ISTE Standards


Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Operations and Concepts: Students demonstrate sound understanding of technology concepts, systems, and operations.



Assessments
Formative/Summative


Formative Assessment:
Observe the students’ interaction with the software programs and their use of the internet. (Inspiration, PowerPoint, web search)
Observe students cooperative work groups
Observe students self-directed learning
Exit passes to access progress
Summative Assessment:
Evaluation of group participation (self and group evaluation)
Content and quality of presentation
Evaluation of graphic organizers
Web site citations

Prior Knowledge


Curricular Knowledge or Skills: Basic knowledge of tort and criminal law, basic writing skills, ability to identify issues of significance.
Technology Knowledge: Basic internet skills, knowledge for working with Inspiration and PowerPoint software.

Technology


Internet Resources: (please list URLs)
http://www.rbs2.com/cc.htm
http://www.otto-graph.com/samples/3/civil.html
http://www.findlaw.com/
These sites are meant as a starting point. Students are encouraged to use Alta Vista, Yahoo, InfoSeek, etc… to locate and utilize several websites.

Hardware: Computers with internet access, an overhead that computer is hooked up to, a screen to project presentations onto.

Software: Inspiration, PowerPoint

Procedure


Day 1
Begin class by asking the following questions: Can you explain the differences between criminal and tort law?, Can you explain the differences between strict and vicarious liability?, Can you engage in an educated conversation regarding criminal concepts such as plea bargaining or the death penalty?
Explain that this project will enable them to answer these questions with confidence. Explain the assignment and take questions.
Provide students with rubric.
Students break down into groups of 2-4. They begin to explore together areas of interest regarding criminal and tort law.
Teacher models identification and selection of possible resources.
Students determine an area of interest and begin researching the topic using books, newspapers, magazines and internet.
Students finalize one area of interest from each type of law.
Exit pass: student group members and areas of interest (topics).
Day 2
Begin class with tutorial on Inspiration. Teacher demonstrates the making of a graphic organizer using Inspiration.
Students continue with research and identify 4 characteristics from each type of law to incorporate into presentation.
Students develop graphic organizer using Inspiration.
Exit pass: graphic organizer turned in which includes internet sites used for research.
Day 3
Begin class with lesson on PowerPoint.
Students continue to research and organize information.
Using Inspiration graphic organizer, research information, and PowerPoint, students begin work on multimedia presentation.
Exit pass: Students access their role and that of other group members.
Day 4
Entire class devoted to making adjustments and finalizing presentations.
Teacher available for consultation throughout the class.
Day 5
Group presentations and discussion.
Students demonstrate ability to analyze and differentiate between civil and criminal law.
Celebration.
Exit pass: Lesson feedback; what was good/not so good?, was lesson helpful?, how could it have been better?


Differentiated Instruction

ESL

Students can use Google Language Tool http://www.google.com/language_tools?hl=en or Yahoo Babel Fish http://babelfish.yahoo.com/ to translate web pages or typewritten script. They can also use it to prepare PowerPoint text in their native language to translate into English text. These resources can also be used to provide the directions and rubric for the lesson in the students’ native language.
Pair student with bilingual student or student with a working knowledge of their native language.


Challenge/Extend


Presentations to include audio sound track and/or narration.

Student designs alternate multimedia assignment which identifies and uses alternate software applications to create presentation.

Work with a peer that may require assistance/peer tutoring.

Special Needs


Provide adaptive technology required to enable all students’ computer access. This would include voice activated software, adaptive keyboards, etc…
Assign student to a group with a high functioning student with the ability to assist special needs peer.
Provide a pre-designed Powerpoint that requires fill in the blanks to complete on a relevant topic.
Provide student with appropriate level resources that still enable the exploration of the big ideas.