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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