Common Core Sample Lesson: Criminal Justice Bill Voshell June 2013

LESSON PLAN Criminal Justice Courts Unit

Grade: 10-12

Terry vs. Ohio 1968 and The US Constitution Amendment 4

Topic: Which specific topic is this lesson explaining?

Case Law as it is derived from Supreme Court interpretation of the Constitution Concepts of the 4th Amendment Concepts of the Landmark Case Terry v Ohio 1968 SWBAT: 1. Determine the meaning of terms of both Terry v Ohio and the 4 th Amendment (1) 2. Concisely explain the elements of the Terry v. Ohio Case, the 4 th Amendment and how the two relate (2, 5, 4) 3. Identify how case law reads, analysis and clarifies constitutional law (2) 4. Defend, through cited examples in both written and oral argument their own interpretation of the 4th amendment in the context of Terry V. Ohio (3,7,9) 5. Construct oral and written arguments based on the evidence in both the amendment and the case. (3) 6. Construct a Court Opinion based on all of the textual facts, oral arguments and classroom discussions. The opinion must cite multiple phrases or quotes from these three areas. (9,7) Class viewable copy of the 4th amendment for warm up and I do (prezi) Audio of the Terry v. Ohio oral arguments (website) Abridged Terry v. Ohio summary for warm-up (prezi) Terry v Ohio hand out of case summary (handout) Terry v Ohio hand out of Court Ruling (handout) Terry v Ohio dissent opinion (prezi)

Instructional Objectives: Written in students will be able to format (See Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12)

Instructional materials necessary for this lesson?

Common Core Sample Lesson: Criminal Justice Bill Voshell June 2013

Chalk board or smart board Paper and pencil for students

Opening/Introductio n: How will you hook/connect & engage the students? Gradual Release of Responsibility: I do, We do, You Do (Explicitly Taught by Presenter) READING WRITING strategies used
Vocabulary lists Cornell notes Close reading Active reading Activating Prior knowledge (Using Audio words with text) Quick write exit Fishbowl

- Post / display brief summary of Terry V Ohio case using students names to draw in. - Pose the question of Legal / Not Legal actions based on summary - Once students commit to a side divide class into sides. - Then reveal 4th amendment Read 4th amendment to and with the class STOP .chew on it all. Go back to the initial summary and use Cornell notes (I do) - Identify unknown words define them! - Identify key points - Note if key points support legal L legal or not legal NL not legal (Constitutional / Not Constitutional) - Students will be supporting a side and need to be prepared for refuting opposing views. Take the 4th amendment and use Cornell notes (demonstrate on board) (we do) - Identify unknown words - Identify key points - Note if those key points support legal Constitutional / Not Constitutional - Pause to list and define unknown words identified in the Cornell notes Disseminate the Terry v Ohio case background for student pairs to read. (you do)

Common Core Sample Lesson: Criminal Justice Bill Voshell June 2013

Product writing BCR

In pairs (or 3) students take the text Encourage them to write on it, it is theirs Students to a Close Reading and an active reading construct their own Cornell notes identifying confusing points and words and evidence for Constitutional / Not Constitutional to prepare for class discussion

Stop peer work gather from around the room list of vocabulary from Cornell notes define words (let class help each other, just facilitate) Quick write exit (assessment) 2 sentences that describe the 4th amendment - 2 sentences that describe the Terry v. Ohio background (Review quick write exits prior to day two to ensure everyone grasps the gist of the material) Day 2. Oral Arguments: Students present oral arguments; all are both attorneys and supreme court justices. (Fish bowl) 2v2 attorneys around the room justices. Use the gavel to tap in (rules for tapping in) Use your notes and text to refer to as oral arguments are being made you may discover something you have missed, or you may change your mind. (you do) At the conclusion of Oral Arguments: - Students in groups of 2 or 3 will write a BCR on their opinion of the case (you do) (assumes prior practice with BCRs) - Students with partner use Cornell notes and Oral argument notes to

Common Core Sample Lesson: Criminal Justice Bill Voshell June 2013

decide and identify supporting items for the opinion they have chosen. - In 1 2 pages students will explain their ruling on the case, constitutional or not constitutional and why. Students will use supporting evidence, phrases and quotes that they must cite. - provide rubric for BCR expectations Closure: How will you conclude the lesson? Assessment/Evaluat ion: How will this concept be assessed that day? On a later assessment, what sort of questions would assess this topic on a future quiz/test? Provide (2) sample questions. - Conclude lesson by reading dissenting and majority opinions out loud with the class. - Use rubric with reading of student court opinions - Explain that in this unit we will be doing multiple court cases During day one the lesson will be assessed through teacher observation of the peer partners discussions as they execute Cornell notes, close reading and active reading strategies on the text as well as a quick writing exit strategy Day two can be assessed by observing the flow of the fishbowl debate activity. Day two can also be assessed by having students peer review their BCR case opinions. On a later quiz or test the following two questions could be used to assess retention and comprehension of the content: 1. In 3 sentences explain the 4th amendment 2. In 5 sentences give a dissenting or concurring opinion on the Terry v. Ohio case, support with the facts you can recall. Before: I think as a first lesson on dissecting landmark cases and the constitution that this lesson will be successful if students get actively engaged and opinionated on the topic.

Reflection - Before Teaching: How will you reflect on whether this lesson

Common Core Sample Lesson: Criminal Justice Bill Voshell June 2013

was a success for you and for the students? After Teaching: What modification would you make next time you teach this lesson?

After: Modifications may be; changing up the reading and writing strategies utilized depending on the learner group makeup, allotting for more time depending on the vibrancy of the class fishbowl, and maybe including other Search and Seizure cases. Another possibility may be to find a way to include students enrolled in the Criminal Law classes to facilitate this or similar case sessions in the future.

Note: Resist the urge to share the entire case brief. Let students develop their own case opinions before revealing the Courts opinion. It is important to note that there is a dissenting opinion. These are the top 9 Judges in all of the US that are doing the same thing the class just did, make an opinion and back it up with fact! Additional flare Begin to address the kids as your honor during fish bowl session Consider using a safe gavel as a tap out tool for fish bowl Instructor to wear a judges robe during day two of the lesson Instead of gathering a list of Cornell note generated vocabulary from the room require partners to cross the aisle and meet with their opposing view points to collaborate on getting definitions Consider looking at the Concurring opinion, the Justice who agreed, but for different reasons. (its possible these issue were already covered by our young student Justices)

Link to all materials and sources: https://www.dropbox.com/sh/i87y2afa2c0jact/LMBsTSC9Xj