Sistema Universitario Ana G. Méndez School for ... · desarrollo de cada estudiante como un...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

CRIM 310

GARANTIAS CONSTITUCIONALES Y DERECHOS CIVILES

CONSTITUTIONALS PROTECTIONS AND CIVIL RIGHTS

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

CRIM 310 Constitutional Protections and Civil Rights 2

Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM

Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Guía de Estudio ................................................................................................................. 3

Study Guide .................................................................................................................... 16

Workshop One ................................................................................................................ 29

Taller Dos ....................................................................................................................... 34

Workshop Three .............................................................................................................. 38

Taller Cuatro ................................................................................................................... 42

Taller Cuatro ................................................................................................................... 42

Workshop Five/Taller Cinco ............................................................................................. 46

Anejo A/Appendix A ....................................................................................................... 52

Anejo B/ Appendix B ....................................................................................................... 56

Anejo C/Appendix C ...................................................................................................... 58

Anejo D/ Appendix D ...................................................................................................... 62

Anejo E/Appendix E ........................................................................................................ 65

Anejo F/Appendix F......................................................................................................... 66

Anejo G/Appendix G ....................................................................................................... 68

Anejo H/Appendix H ....................................................................................................... 69

Anejo I/Appendix I .......................................................................................................... 72

Anejo J/Appendix J .......................................................................................................... 73

Anejo K/Appendix K ....................................................................................................... 74

Anejo L/Appendix L ........................................................................................................ 75

Anejo M/Appendix M ...................................................................................................... 77

Anejo N/Appendix N ....................................................................................................... 78

Anejo O/Appendix O ....................................................................................................... 80

Anejo P/Appendix P......................................................................................................... 83

Anejo Q/Appendix Q ....................................................................................................... 85

Anejo S /Appendix S ........................................................................................................ 87




Guía de Estudio{ TC "Guía de Estudio" \f C \l "1" } { TC "Guía de Estudio" \f C \l "1"

}

Título del Curso: Garantías Constitucionales y Derechos Civiles

Codificación: CRIM 310

Duración: 5 Semanas

Prerrequisito: CRIM 110 y 118

Descripción:

Se pretende con este curso examinar las garantías que emanan de las fuentes estatutarias,

constitucionales y jurisprudenciales emitidas por el Tribunal Supremo. Estaremos estudiando

el trasfondo histórico constitucional y filosofías que influenciaron a este desarrollo.

Estudiaremos a los derechos civiles, derechos humanos con sus conceptos fundamentales, las

perspectivas liberal burguesa y materialista. Analizaremos la estructura del gobierno federal

y la distribución de los poderes entre el gobierno federal y los estados. Por último,

examinaremos los organismos internacionales en relación a los derechos civiles. El énfasis

mayor lo serán los derechos civiles, Carta de Derechos, origen y desarrollo de nuestra

Constitución.

Objetivos Generales:

1. El estudiante aprenderá que los derechos civiles son aquellos derechos humanos

legalizados a través del poder regulador del estado.

2. Conocerá por medio del estudio de las leyes de naturaleza constitucional, casos

específicos en los tribunales y decisiones jurídicas, cuales son obligaciones y

derechos cívicos y políticos.




3. Comprenderá la misión fundamental de estas libertades y derechos individuales, que

es provocar la coexistencia pacífica entre el poder gubernamental y la libertad

individual de sus ciudadanos.

4. Valorará el conocimiento y el respeto a los derechos de los ciudadanos.

5. Analizará la importancia del Derecho Procesal Criminal y probatorio en la

investigación de la evidencia, de forma que se garantice el debido proceso de ley.

6. Podrá definir correctamente los conceptos de Derechos Civiles y Derechos Humanos.

Textos

Amar, Vikram nd Tushnet, M., (2009). Global Perspective on Constitutional Law.

Oxford University Press.

Harr, J. Scott and Hess, Karen M., (2008). Constitutional Law and the Criminal

Justice System.(4th edit.), Wadsworth Publishing Co.

Hartman, G.R. , Mersky R.M. and Tate C.L., (2006) Landmark Supreme Court

Cases (1st. edit.), Checkmark Books

Libro Electrónico

Bianchi, A. B. (2008). Historia constitucional de los Estados Unidos [e-book]. Volumen 1.

Ediciones Cathedra Jurídica. ISBN: 9789871419135. http://bibliotecavirtualut.suagm.edu/ e-

libro.

Referencias y Material Suplementario

Constitución de Los Estados Unidos




Constitución de la Florida

Declaración Universal de Los Derechos Humanos (Organización de las Naciones

Unidas) 10 de diciembre de 1948

Declaración de los Derechos del hombre y del ciudadano ,5 de octubre de

1789, Asamblea Francesa

Abernathy, Glenn and Perry, B., (1993). Civil Liberties Under the Constitution. (6th

Edition). University of South Carolina Press

García, Pelayo. (1984). Derecho Constitucional Comparado. España: Alianza

Editorial Hervada, Javier y Zumaguero, José M. (1978). Textos Internacionales de

Derechos Humanos. España: Pamplona

Sullivan, K.M. and Gunther, Gerald.(2007). Constitutional Law (University Casebooks

Series)(16th edit.), Foundation Press

Evaluación:

Asistencia y Participación 25%

Tareas 20%

Proyecto Final 20%

Actividades Parciales en Grupo:

a. Actividad Constitución de los

Estados Unidos

b. Actividad Carta de Derechos

20%




Portafolio 15%

TOTAL : 100%

La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La puntuación final será de 100 puntos con curva estándar.

Curva de Evaluación del Curso:

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

Descripción de la evaluación:

1. Asistencia y Participación: La asistencia es mandatoria y la puntualidad representa ética

profesional. El Facilitador llevará un registro de las mismas para cada taller y, al

finalizar el curso, utilizará el Anejo Q para evaluar a cada estudiante. Se espera que todo

estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la

participación de cada estudiante en cada taller y tomará en cuenta el grado de

participación, si ésta demuestra que el estudiante se preparó para la clase y su

contribución al desarrollo de la misma. La participación en clase a través del curso debe

darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la

participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo

Q. Además de la asistencia y participación en clase, el estudiante deberá cumplir veinte

(20) horas de ejercicio en el laboratorio de idiomas. A través de los cinco talleres el

estudiante deberá recopilar evidencia de su trabajo para ser entregada al facilitador en el

quinto taller. El facilitador determinará la distribución de horas entre ambos idiomas –

inglés y español – de acuerdo a las necesidades individuales de cada estudiante. El




estudiante deberá completar sus horas físicamente en el laboratorio de idiomas – en cada

centro – o desde su casa/trabajo a través del programa “Tell Me More”.

2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación

en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán

entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones

sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar

esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.

3. Análisis de Casos Jurídicos: Para los talleres dos (2) y cuatro (4) los estudiantes deberán

preparar análisis de casos jurídicos correspondientes a los temas del taller. La

elaboración de dichos análisis debe seguir el modelo explicativo del Anejo L por lo cual

los estudiantes recibirán una nota final a parte de las tareas asignadas a cada taller. En

cuanto a la participación en clase durante la discusión de dichos casos se espera del

estudiante una participación activa y asertiva en este tipo de actividad. Estas actividades

contarán como parte de la nota de participación en clase y será evaluado con el Anejo Q.

4. Actividades Parciales en Grupo: En el Taller Tres y Cuatro los estudiantes deberán

completar y presentar trabajos investigativos en grupo. Las actividades incluyen trabajo

escrito y presentación oral. El facilitador evaluará los mismos utilizando los Anejos A,

B, C, L y O.

5. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”

– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va

desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la

primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para




que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado

utilizando los Anejos E-I y debe incluir las siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. Evaluación Inicial

e. División en cinco talleres

i. Asignaciones

ii. Reportes

iii. Avalúo

f. Conclusión – Evaluación Final

g. Bibliografía estilo APA

Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller

Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para

no acumular trabajo innecesariamente. La presentación es importante, preparado y

organizado profesionalmente. Debe incluir cada una de las secciones debidamente

organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejos E-I.

6. Laboratorio de Lenguaje (e-lab) – Los estudiantes deberán completar un mínimo de 20

horas en el laboratorio de lenguajes.




Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser




necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.




El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.




Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de

ser necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración

de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de




Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y

seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el

que vivimos.




Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente

el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar

un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias

de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar,

interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la

educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.




6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.




Study Guide{ TC "Study Guide" \f C \l "1" }

Course Title: Constitutional Protections and Civil Rights

Code: CRIM 310

Time Length: 5 weeks

Prerequisite: CRIM 110 and CRIM 118

Description

We will examine the protections derived from statutes, the Constitutions and jurisprudence

written by the Supreme Court. Our emphasis will be the civil rights, the Bill of Rights and

the development of our Constitution in addition to the different theories promoting and

influencing such development. The course ventures into federal government structure,

separation of powers and differences among the federal and state level. Students will

examine the implications of international concepts and affairs in regards to constitutional

protections and civil rights both at federal and state levels.

General Objectives

1. The student will learn that the civil rights are those human rights legalized by the

regulating power of the state.

2. The students will learn the duties, civil and political rights by studying the laws of

constitutional nature, specific cases and court decisions.

3. The student will understand the fundamental mission of these liberties and individual

rights, that is, to provoke the peaceful coexistence between the government power

and the individual liberty of his citizens.

4. Will value the rights of the citizens.




5. Will analyze the importance of Criminal Procedure, Discovery and Evidence, so that

the Due Process of Law is guaranteed.

6. The student will define correctly Civil Rights and Human Rights.

7. Will be able to understand the relationship between the federal government and state

government

8. Will understand the basic fundamental characteristics of the constitutional system of

the United States.

9. Will understand that in every personal right there is an obligation.

10. Will understand that in any declaration of rights that do not have a declaration of

obligations do not have any legal significance.

11. The student will understand that to be sociologically effective, the civil rights need a

procedure.

Texts and Resources

Amar, Vikram nd Tushnet, M., (2009). Global Perspective on Constitutional Law.

Oxford University Press.

Harr, J. Scott and Hess, Karen M., (2008). Constitutional Law and the Criminal

Justice System.(4th edit.), Wadsworth Publishing Co.

Hartman, G.R. , Mersky R.M. and Tate C.L., (2006) Landmark Supreme Court

Cases (1st. edit.), Checkmark Books

E-Book

Bianchi, A. B. (2008). Historia constitucional de los Estados Unidos [e-book]. Volumen 1.




Ediciones Cathedra Jurídica. ISBN: 9789871419135. http://bibliotecavirtualut.suagm.edu/ e-

libro.

References and Supplementary materials

United States Constitution

Florida Constitution

Human Rights Declaration (ONU) December 10, 1948

Men and Citizen Rights Declaration (French Assembly) October 5, 1789

García, Pelayo. (1984). Derecho Constitucional Comparado. España: Alianza

Editorial Hervada, Javier y Zumaguero, José M. (1978). Textos Internacionales de

Derechos Humanos. España: Pamplona

Sullivan, K.M. and Gunther, Gerald.(2007). Constitutional Law (University

Casebooks Series)(16th edit.), Foundation Press

Evaluation:

Attendance and Participation 25%

Homework 20%

Final Project 20%

Partial Group Activities:

a. Learning about the US

Constitution Activity

b. Learning about the Bill of Rights

Activity

20%




Portfolio 15%

TOTAL : 100%

The final grade will be the sum of all individual activities. The final grade will be based on

a standard 100 points curve.

Course Evaluation Curve:

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

Evaluation’s description

1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a

professional posture. The Facilitator will register the student’s performance for both in

every workshop. At the end of the course, the Facilitator will evaluate each student with

the rubric in Appendix Q. All students are expected to attend class prepared to discuss

workshop topics (readings, assigned questions, etc.) and, to actively participate in class.

The Facilitator will evaluate the students’ participation in each workshop, taking into

consideration the degree of participation, if it demonstrates that the student prepared for

class and how much this participation contributed to the class’ development. Class

participation throughout the course should be in the language of the workshop. At the

end of the course, the Facilitator will evaluate each student with the rubric in Appendix

Q. In addition to the mandatory attendance and class participation the student shall

complete twenty (20) hours of language laboratory. Through each week the student shall

keep evidence of his/her work in order to turn in at the fifth workshop. The facilitator

will determine the distribution of hours among the two languages – English and Spanish




– according to the individual needs of each student. The student can complete the

laboratory requirements either physically at the centers – language laboratories – or at

home/work through “Tell Me More”.

2. Assignments: Assignments before every workshop are a fundamental component of class

participation. The students will complete these assignments in the language of the

workshop, and turn them in at the end of it. The Facilitator will return the assignments

on the next workshop with the suggested corrections. The students should revise, correct

and improve these assignments, based upon the Facilitator’s comments.

3. Case Analysis: Cases Analysis will be requested for the second and fourth workshop.

The cases and analysis are related to the class discussion and will help the students

understand the concepts explain by the Facilitator. The analysis of this cases shall follow

the Appendix L . Students will receive a final grade for the cases analysis that grade is

included in the Partial Group Activities grade. It is expected and active and assertive

participation on the class discussion of these cases. Students’ performance will be

evaluated with Appendix Q.

4. Partial Group Activities: During Workshop the Third (3) and Fourth (4) workshops the

students will complete research papers, which presentation shall include both a written

paper and oral presentation. The facilitator will evaluate the work using Appendix A –

C; L & O . Students should review the appendix that explains the work structure and

instructions.

5. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with front

cover) where they would reflect upon course topics and development. It is important that




all students work on the portfolio from the first week of class, keep it up to date and,

bring it to class for discussion and Facilitator’s revision.

The Portfolio should include the following sections:

1. Cover APA style

2. Table of Content

3. Introduction

4. Initial Evaluation

5. Five Workshops Divisions

i. Assignments

ii. News Articles/Reports

iii. Assessments

6. Conclusion – Final Evaluation

7. References APA style

Note: The Course Portfolio should be handed in, during the last week of class, Workshop

Five. However, the students should begin preparing the portfolio as the course develops,

to avoid accumulating last minute work. Presentation is important; it should be well

organized and professionally prepared. It should include each one of the sections

explained above, appropriately labeled. The Facilitator will evaluate the portfolio using

Appendixes E-I.




Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

will be conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model

does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The




facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or




paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.




Note: If for any reason you cannot access the URL’s presented in the module, do not stop your

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)




• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization. To

access the forms from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information Portability Accounting Act (HIPAA), y Responsibility

Conduct for Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental models

to accommodate new experiences. As teachers, our focus is on making connections between

facts and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which

students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the

context of wholes. Therefore, the learning process focuses on primary concepts, not isolated

facts.

3. In order to teach well, we must understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the




assessment part of the learning process, ensuring it provides students with information on the

quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of the

world.

7. Learning should be internally controlled and mediated by the learner.




Workshop One{ TC "Workshop One" \f C \l "1" }{ TC "Workshop One" \f C \l "1" }

Specific Objectives:

At the end of this workshop, the student will:

1. Define key concepts related to US government and Constitutional Law.

2. Comprehend the history and development of the US Constitution.

3. Understand the historical documents that shape the US Constitution.

4. Identify the federalist view and the anti-federalist view.

5. Understand the development and importance of the Bill of Rights.

Language Objectives:

1. The student will be able to read and identify the main factors affecting the situations

describe in class.

2. The student will be able to prepare a written summary of the assign materials.

3. The student will be able to orally explain the analysis of the requested material.

Electronic Links (URLs):

UNE Virtual Library

http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html

UMET Virtual Library

http://www.suagm.edu/suagm/umet/biblioteca.aspx

Turabo Virtual Library

http://bibliotecavirtualut.suagm.edu/

US Constitution and the Bill of Rights

http://www.usconstitution.net/const.html




http://www.usconstitution.net/

http://www.law.cornell.edu/constitution/constitution.billofrights.html

Definitions

http://legal-dictionary.thefreedictionary.com/

http://www.britannica.com/

http://bitbucket.icaap.org/

Founding Documents

http://www.usdeclarationofindependence.com/id20.html

http://publish.learningfocused.com/263443

http://www.constitution.org/liberlib.htm

Assignments before Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials. Pay close

attention to the rubrics in the Appendix section. These rubrics will be used to assess

your knowledge.

2. Read the module carefully and bring any questions regarding the course material.

3. Search the following concepts on the Internet or dictionaries. Students should find the

meaning and also include a sentence or two with their own understanding of the

concept. At the end the students will turn in to the facilitator two definitions for each

concept:

a. Constitution

b. Federalism

c. Federalist




d. Anti-federalist

e. Law

f. Natural Law

g. Common law

h. Civil rights

i. Human rights

j. Confederation

k. Rationalist

l. Judicial review

m. Constitutional Law

n. Articles of Confederation

4. Research information about the Magna Carta (1215) and in a brief essay explain what

is meant by higher law and also, the relationship between Magna Carta, The

Declaration of Independence (June 1776), The Articles of Confederation (1781),The

1787 Constitutional Convention and the evolution of the US constitutional

government.

5. Read and contrast for class discussion the differences between the federalist and anti-

federalist views.

6. Research and write to turn in to the Facilitator the basic differences between the

Articles of the Confederation and the US Constitution.

7. Visit the language lab (e-lab) and begin your hours of practice (5 hours minimum per

workshop).




Activities:

1. The Facilitator and the students will introduced themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. The Facilitator will explain the evaluations, rubrics and assignments from each

workshop.

3. The Facilitator will select a student representative and will explain his/ her role.

4. The Facilitator will explain the course main objectives

5. In groups the student will establish a relationship between the assigned concepts and

will select a representative of the group to explain their ideas. This activity will not

take more than 15 minutes.

6. According with the class objectives and purpose the facilitator will explain the ideas

brought the students in regards of the concepts and their relationship.

7. The Facilitator will explain the difference between natural law and legal rights.

8. The Facilitator and students using the round table technique will discuss the Carta

Magna (1215), The Declaration of Independence (1776), The Articles of

Confederation (1781),The 1787 Constitutional Convention and the significance of

those documents in the creation of the public government structure and the evolution

of the US constitutional government.

9. The students will be divided in two groups for a debate exercise. One group will

assume the federalist position and will explain the advantages of their view also, they

will discuss: why the Bill of Rights should be in the Constitution? The second group

will assume the anti federalists view and will explain the advantages of their view




also, they will discuss: Why the Bill of Rights should not be included in the

Constitution? The group that best sustain their position will earn extra points for class

participation.

10. The Facilitator will discuss the basic differences between the Articles of the

Confederation and the US Constitution and how the Confederation Articles helped

shape the US Constitution.

11. The Facilitator will discuss the assignments and objectives for the next workshop.

Assessment:

1. The Students will complete One Minute Paper (See Appendix M, N)




Taller Dos{ TC "Taller Dos" \f C \l "1" }{ TC "Taller Dos" \f C \l "1" }

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conocerá el concepto de federalismo como estructura gubernamental.

2. Comprenderá las bases constitucionales del Federalismo Americano.

3. Clasificará los poderes nacionales y los poderes reservados a los estados garantizados

bajo la Constitución de los Estados Unidos.

4. Discutirá la doctrina de separación de poderes y de pesos y contrapesos.

5. Analizará la Doctrina de Revisión Judicial.

Objetivos del Lenguaje:

1. El estudiante deberá resumir de forma oral y escrita las ideas principales usando

adecuadamente la gramática y la ortografía después de leer una amplia variedad de

recursos impresos.

2. El estudiante podrá identificar los puntos relevantes de las doctrinas presentadas y su

relevancia usando la gramática y la ortografía en ambos idiomas (Inglés y Español).

3. El estudiante identificará los puntos principales de los casos asignados y organizará

dichos puntos de forma lógica.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET





Biblioteca Virtual Turabo


Marbury vs Madison, 5 U.S. 137 (1803)

http://www.law.cornell.edu/supct/html/historics/USSC_CR_0005_0137_ZS.html

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=5&invol=137

Federalismo

http://www.wordreference.com/definicion/federalismo

http://www.proyectosfindecarrera.com/definicion/estado-federal.htm

www.fas.org/sgp/crs/misc/RL30315.pdf

http://wps.ablongman.com/long_edwards_ga_12/0,10640,2179775-,00.html

http://enciclopedia.us.es/index.php/Federalismo

McCulloch vs. Maryland, 17 U.S. 316 (1819)

http://www.law.cornell.edu/supct/html/historics/USSC_CR_0017_0316_ZS.html

http://www.lectlaw.com/files/case15.htm

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=17&invol=316

Asignaciones antes del Taller Dos:

1. Investigue y redacté un ensayo expositivo/analítico estilo APA sobre el federalismo

Americano. El ensayo debe definir el concepto de federalismo

y las bases constitucionales del federalismo americano; para ello utilice los primeros

tres (3) artículos de la Constitución y las interpretaciones conflictivas que sobre la

misma han surgido a través de la historia. El ensayo debe incluir al menos un mínimo

de tres (3) páginas.




2. Lea y resuma el caso: McCulloch vs. Maryland (1819) – Interpretación del poder

federal. El estudiante debe aplicar el modelo de análisis presentado en el Anejo L.

3. Utilizando los libros sugeridos y las direcciones electrónicas lea y clasifique los

poderes nacionales y los poderes reservados a los estados establecidos bajo la

Constitución.

4. Lea y resuma el caso: Marbury vs. Madison (1803) – Doctrina de Revisión Judicial.

El estudiante debe aplicar el modelo de análisis presentado en el Anejo L.

5. Lea para discusión en clase los primeros tres artículos de la Constitución (Art. I, II &

III).

6. Realice sus horas de práctica en el laboratorio de idiomas (e-lab).

Actividades:

1. El Facilitador presenta los temas para este taller y aclara cualquier duda del taller

anterior.

2. En grupo los estudiantes analizarán el contenido de sus ensayos. El Facilitador le

asignará un subtema incluido en el ensayo para ser discutido por cada grupo a la

clase.

3. En mesa redonda el Facilitador junto con los estudiantes discutirán la relevancia y lo

establecido por el caso McCulloch vs. Maryland (1819).

4. En grupo los estudiantes desarrollarán una tirilla cómica política basado en la

decisión del caso McCulloch vs. Maryland (1819). Cada grupo presentará y explicará

su trabajo.




5. Apoyado en las actividades anteriores el Facilitador explicará la teoría de separación

de poderes y de pesos y contrapesos y su vigencia en la actualidad.

6. En discusión abierta los estudiantes conjunto con el Facilitador analizarán el caso

Marbury vs. Madison (1803).

7. En grupo los estudiantes reflexionarán por escrito en el Art. III de la Constitución, el

caso Marbury vs. Madison (1803) y la naturaleza del poder judicial en cuanto a

interpretación de la ley.

8. El Facilitador discutirá las tareas para el próximo taller.

9. El Facilitador asignará los temas de la “Learning about the US Constitution” del

próximo taller. (Vea Anejo R)

Avalúo

1. Los estudiantes explicarán y contrastarán en un párrafo los casos judiciales discutidos

en clase.

2. Los estudiantes deben completar el ensayo en un minuto. (Véase el Anejo M, N)




Workshop Three{ TC "Workshop Three" \f C \l "1" }{ TC "Workshop Three" \f C \l "1" }


At the end of the workshop the students will:

1. Understand the main purpose of the first seven articles of the US Constitution.

2. Recognize the difference in terms of function between the US Constitution and the Bill

of Rights.

3. Understand the Bill of Rights and the historic evolution of the document.

4. Discuss the principles outlined in the Bill of Rights.


1. The student will be able to define his/her professional point of view and pros and cons

related to an issue, support it with evidence, and take into consideration the

characteristics of the target audience.

2. The student will be able to integrate technology into professional activities.

3. The student will be able to prepare written and oral summaries of work materials.


UNE Virtual Library






US Constitution and the Bill of Rights




http://www.usconstitution.net/const.html

http://www.usconstitution.net/

http://www.law.cornell.edu/constitution/constitution.billofrights.html

http://www.aclu.org/crimjustice/gen/10084res20020304.html

Definitions




http://dictionary.lp.findlaw.com/

Assignments before Workshop Three:

1. In groups the students will work on the presentation and written work about the US

Constitution articles.

2. Define and describe the relationship between the following concepts:

a. Mandamus

b. Habeas Corpus

c. Injunctive relief

d. Certiorari

3. Research, read and briefly explain in a short essay what is a Constitution amendment

and the historic evolution of the Bill of Rights to turn in to the Facilitator. Students

must follow APA guidelines.

4. Complete your 5 hours of practice in the language lab.




Activities:

1. The Facilitator will introduce today topic and clarify any doubts of the prior

workshop.

2. In groups the students will present their projects on “Learning about the

Constitution”.

3. After the presentations the students in groups will answer in writing the following

questions:

a. Where the legislative power does resides?

b. Explain the structure of Congress?

c. What are the enumerated powers of Congress?

d. How many senators are in each state and how long is the term of each

senator?

e. Where the executive power does resides?

f. Who substitutes the president of the Unites States in case of disability, death

or any other reasons?

g. Who is the commander in chief?

h. How is the pledge of the president before starting his office?

i. Who name the ambassadors, ministers, public consuls and justices?

j. Who name the Senate vacancies when in recess?

k. Who presents the State of the Union?




l. How the president, vice-president and all other civil officers of the United

States be fired?

m. Where the judicial power does resides?

n. What are the cases of the original jurisdiction of the Supreme Court of the

United States?

o. What is the full pledge and credit doctrine?

p. What are the protections of art.4section 4 of the Constitution of the United

States?

q. What are privileges and immunities?

4. The Facilitator along with the students will discuss the answers of the questions.

5. The Facilitator along with the students will discuss the answers of the questions.

6. In a round table discussion the students along with the Facilitator will identify and

analyze the judicial remedies for violation of rights (mandamus, habeas corpus,

certiorari and injunctive relief).

7. The Facilitator will introduce the topic on the Bill of Rights, its development and will

discuss the function of the US Constitution and Bill of Rights.

8. The Facilitator will discuss the homework for the next workshop.

9. The Facilitator will assign the topic for the Bill of Rights Activity. (Refer to

Appendix S)

Assessment:

1. The Students will complete the One Minute Paper and will add and respond the

following question: What you learn today that is new to you?




Taller Cuatro{ TC "Taller Cuatro " \f C \l "1" }{ TC "Taller Cuatro " \f C \l "1" }

Objetivos Específicos:

Al finalizar el taller, el estudiante:

1. Conocerá las garantías ofrecidas por la Constitución a los ciudadanos: Derechos y

Libertades Civiles.

2. Identificará las libertades básicas ofrecidas en la Primera Enmienda de la Constitución.

3. Explicará el origen de la milicia y la Segunda Enmienda de la Constitución.

4. Analizará las enmiendas constitucionales establecidas en la Carta de Derechos que

influencian el sistema de justicia criminal. Se enfatizarán las Enmiendas IV, V, VI, VIII y

XIV pero, también se discutirán la Enmienda I y II de la Carta de Derechos.

5. Discutirá la doctrina de legitimación activa junto con las doctrinas de academicidad y

madurez.

6. Aprenderá la diferencia entre el Debido Proceso de Ley y la Igualdad de Protección de

las leyes, preceptos legales establecidos mediante la Enmienda XIV.

Objetivos de Lenguaje:

1. El estudiante desarrollará un informe expositivo-argumentativo sobre los casos

asignados mediante el cual presentará todos los elementos técnicos y los argumentos

que conduzcan a una conclusión coherente a los contenidos revisados.

2. El estudiante tendrá la oportunidad de desarrollar una presentación oral mediante la

cual deberá integrar el uso de la tecnología en su actividad.

3. El estudiante tendrá la oportunidad de preparar un resumen oral y escrito del material

de trabajo.




Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET


Biblioteca Virtual Turabo


Casos/Cases

http://www.law.cornell.edu/supct/html/03-1454.ZS.html

http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/landmarkvotes.html

http://www.findlaw.com/casecode/constitution/

Supreme Court Cases/ Casos de la Corte Suprema

http://www.findlaw.com/casecode/supreme.html

Courts of Appeals Cases/ Casos Corte de Apelaciones

http://www.findlaw.com/casecode/courts/

Diccionario Legal

http://dictionary.lp.findlaw.com/







Asignaciones antes del Cuarto Taller:

1. El estudiante leerá y resumirá para entregar al Facilitador las enmiendas I, II, IV, V, VI,

VIII y XIV de la Carta de Derechos.

2. El estudiante en un corto ensayo definirá las doctrinas de legitimación activa madurez y

academicidad para entregar de forma individual al Facilitador. Mediante el ensayo el

estudiante debe explicar la aplicación e importancia en el campo constitucional de dichas

doctrinas.

3. El estudiante en grupo debe preparar el trabajo escrito conjunto con la presentación

asignada en clase. Los casos deben ser incluidos en el informe escrito al igual que en la

presentación.

4. Complete sus 5 horas de práctica en el laboratorio de lenguaje.

Actividades:

1. El Facilitador llevará a cabo una breve introducción del tema del día y deberá aclarar

cualquier duda del taller anterior.

2. En mesa redonda el Facilitador discutirá las garantías ofrecidas por la Constitución a

los ciudadanos: Derechos y Libertades Civiles.

3. Los Estudiantes comenzarán sus presentaciones en referencia a las enmiendas

constitucionales establecidas en la Carta de Derechos que influencian el sistema de

justicia criminal.

4. El Facilitador ofrecerá una conferencia las doctrinas de legitimación activa madurez y

academicidad.




5. El Facilitador ofrecerá una discusión breve tipo debate en cuanto a la diferencia entre

los preceptos legales de Debido Proceso de Ley e Igualdad de Derechos.

6. El Facilitador brindará ejercicios hipotéticos de aplicación mediante escenarios

legales para la aplicación de las doctrinas discutidas.

7. En grupo los estudiantes recrearán el escenario legal de la situación hipotética

asignada. Cada estudiante del grupo asumirá un rol dentro del ejercicio. Por ejemplo,

dentro del grupo asumirán los roles de Demandantes, Defendidos y Tribunal. Una vez

se le asigné el ejercicio cada parte se reunirá para sus alegaciones y el Tribunal para

la decisión a tomar de acuerdo a la situación presentada y aplicando las doctrinas

discutidas en clase de legitimación activa, madurez y academicidad.

8. El Facilitador discutirá las tareas para el próximo taller.

Avalúo

1. Los estudiantes deben completar el Ensayo en un Minuto. (Anejo M,N)




Workshop Five/Taller Cinco{ TC "Workshop Five/Taller Cinco" \f C \l "1" }{ TC

"Workshop Five/Taller Cinco" \f C \l "1" }

NOTA: Este taller es bilingüe.

Tanto, el Facilitador como los

estudiantes, deberán utilizar el

idioma asignado para cada tarea y

actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned for

each homework and activity.


At the end of this workshop the students will:

1. Examine a global perspective on constitutional law.

2. Compare US Constitutional System with other foreign systems such as Canada,

France, Germany, India and Israel in topics like abortion, race and religion.

3. Learn about the International Declaration of Human Rights of the United Nations.

4. Analyze the need and function of the International Organizations of the United

Nations and the American States Organization.


1. The student will be able to orally explain the analysis of the requested material in

both languages.

2. The student will be able to prepare a written summary of the assign materials in both

languages.

3. The student will be able to define his/her professional point of view and pros and

cons related to an issue, support it with evidence, and take into consideration the

characteristics of the target audience in both languages.





UNE Virtual Library






United Nations

http://www.un.org/rights/dpi1774e.htm

http://www.un.org/rights/HRToday/hrbiblio.htm

http://www.universalhumanrightsindex.org/en/about.html

http://www.un.org/en/documents/udhr/http://www.un.org/en/documents/udhr/

http://www.un.org/en/rights/

Human Rights Organizations

http://www.hrweb.org/resource.html

http://www.state.gov/p/wha/rt/oas/

http://www.internationalrelations.house.gov/subcommittees.asp?committee=6

Assignments before Workshop Five:

1. In English the Students will prepare an essay following the APA guidelines about the

International Declaration of Human Rights (1945) and the United Nations Functions.

2. Through the essay the students must answer the following questions:

a. What is the United Nations?




b. Explain the international importance of the United Nations.

c. What is the purpose of the International Declaration of Human Rights (1945)?

d. Briefly explain the purpose of each commission establish through the United

Nations.

e. Describe the advisory services offered by the United Nations.

f. What is the International Criminal Court and what kind of cases are processed

by this court?

g. According with your point of view, explain the pros and cons of the

International Declaration of Human Rights (1945).

3. The Students will research about human rights organizations and resources after

making a selection of one organization other than the United Nations, they will write

in Spanish the name, purpose, years of foundation and the advisory services provided

through the organization. The information is needed for class discussion and must be

turn in to the Facilitator and the end of the workshop.

4. In English the students will prepare a written work and class presentation on the

following topics:

a. Compare Canada, Germany and US laws on Abortion.

b. Compare the Adjudication Procedures of France, Germany, Israel and the US.

c. Compare the laws on Race and Gender specifically Affirmative Action laws

in India and US.




d. Compare Hate Speech or Offensive Speech laws in the US, Canada and

Germany.

The Students will develop the assignment in groups of no more than four (4)

members. The work will be graded separately, written and oral presentation.

Activities:

1. The Facilitator will introduce the topics of discussion and will clarify any doubts or

questions from the prior workshop.

2. The Facilitator will start a discussion on global perspective and comparative

constitutional law.

3. In English the Students will start presenting their research work on the assigned

topics on comparative constitutional law.

4. In Spanish the students will present the international organization selected for today

discussion. Actividad: Adivina quien? The students will prepare a graphics (no

letters only graphic/drawing representation) posters in class that represent the

services provided by the selected organization. The Students will try to guess the

purpose and function of the organization according with the graphics shown.

5. The Facilitator will explain the students the relationship of human rights and

constitutional rights.

6. The Facilitator will show the students cases scenarios of different countries

7. In a round table discussion the Students along with the Facilitator will discuss the

importance of the International Declaration of Human Rights and the importance of

the United Nations. In English.




8. Students will hand in the Portfolio.

9. The students will reflect on the following question: Do you truly that our private

rights are protected under the Constitution? Is the system working for the public/

private individuals or for the government? (in Spanish)

Assessment:

1. The students will complete their last one minute essay and finish putting together

their portfolio. (Appendixes M and N)




Anejos/Appendixes




Anejo A/Appendix A{ TC "Anejo A/Appendix A" \f C \l "1" }{ TC "Anejo A/Appendix

A" \f C \l "1" }

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily

followed

10

The paper properly explains

content.

10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed

in class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of

view in a clear, convincing and

well based manner.

10

Contains well-constructed

sentences and paragraphs that

facilitate lecture and

comprehension.

10




Language

Demonstrate a command of

standard English (vocabulary

used, syntax and flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs

appropriately and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: _________________Facilitator’s signature:___________________




MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está claro, enfocado e

interesante. Identifica el

propósito, objetivos e ideas

principales del documento o

actividad.

10

La presentación de ideas es

coherente y puede ser seguida

fácilmente.

10

El documento explica

propiamente el contenido.

10

La presentación de ideas y

argumentos está basada en

recursos presentados, consultados

o discutidos en clase.

10

El documento demuestra

substancia, lógica y originalidad.

10

El autor presenta su punto de vista

en una manera clara, convincente

y bien estructurada.

10

Contiene oraciones bien

estructuradas y párrafos que

facilitan la lectura y comprensión

del documento.

10

Lenguaje




Demuestra un conocimiento del

español (vocabulario, sintaxis y

flujo de ideas).

10

Usa gramática apropiada y

correctamente.

10

Maneja verbos y acentuación

apropiada y correctamente.

10

Total Puntos 100 (70% contenido y

30% lenguaje)

Puntuación Total:

_______

Student’s Signature: _________________

Facilitator’sSignature:___________________




Anejo B/ Appendix B{ TC "Anejo B/ Appendix B" \f C \l "1" }{ TC "Anejo B/ Appendix

B" \f C \l "1" }

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criterio Puntos Puntuación del

estudiante

Asistió a las reuniones o actividades del

grupo.

10

Colaboró en la planificación y

organización de las reuniones o

actividades de grupo.

10

Demostró disposición para cooperar con

el grupo.

10

Contribuyó frecuentemente a las

discusiones del grupo

10

Participó activamente en las reuniones y

actividades.

10

Demostró interés en las discusiones y

actividades del grupo.

10

Vino preparado(a) a las reuniones,

actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos

y argumentos de sus compañeros.

10

Contribuyó al grupo con material e

información adicional.

10

Contribuyó significativamente al trabajo

que presentó el grupo.

10

Totals 100




RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteria Points Students Points

Attended all the meetings and

activities of the group.

10

Collaborated with the planning and

organization of activities of the group.

10

Demonstrated cooperation and team

work with the group.

10

Contributed frequently with the

discussions of the group.

10

Participated actively in the meetings

and activities.

10

Demonstrated interest in the

discussions and activities of the group.

10

Came prepared to meetings, activities

and discussions of the group.

10

Demonstrated attention to the

arguments within the group.

10

Contributed to the group with

additional information.

10

Contributed significantly with the

work that presented the group.

10

Totals 100




Anejo C/Appendix C{ TC "Anejo C/Appendix C" \f C \l "1" }

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del

tema identificando el propósito,

objetivo e ideas principales que se

incluyen en la presentación.

10

La presentación es organizada y

coherente y puede seguirse con

facilidad.

10

El presentador demuestra dominio del

tema o materia de la presentación al

explicar con propiedad el contenido y

no incurrir en errores.

10

Las ideas y argumentos de la

presentación están bien

fundamentados en los recursos

presentados, consultados o discutidos

en clase.

10

Capta la atención e interés de la

audiencia y/o promueve su

participación, según aplique.

10

Proyección efectiva, postura corporal

adecuada, manejo de la audiencia,

10




manejo del tiempo asignado.

Usa varias estrategias para hablar o

definir conceptos, interpretaciones,

aplicaciones y evaluación de procesos

o experiencias en el contenido del

curso.

10

Lenguaje

Pronunciación de las palabras es clara

y de manera correcta para que se

entienda el lenguaje utilizado.

10

Uso correcto de la gramática y

conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para

expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

________

Firma del Estudiante: _________________

Firma del Facilitador: ____________________




RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content

Performs an effective introduction to

the theme identifying the objectives,

ideas and principles that are included

in the presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of

the theme or subject by means of

properly explaining content without

incurring in errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of

the audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies

to define concepts, interpretation,

application and evaluation of

processes using experience on

concepts or content of class.

10

Language




Student pronounces words in a clear

and correct manner so as to make the

correct language used understood to

others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary

words to express message.

10

Total Points 100 (70% of

content and 30% of

language)

Student’s Total

Score:

________

Student’s signature: __________________

Facilitator’s Signature: __________________




Anejo D/ Appendix D{ TC "Anejo D/ Appendix D" \f C \l "1" }{ TC "Anejo D/ Appendix

D" \f C \l "1" }

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

4. Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

5. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition”




• A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix L).

• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added to the

end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes (Appendix E ).

6. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school life,

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

I ). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not

cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and write their

own comments and/or ideas of how to improve the quality of their portfolios, and how to

become better metacognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

7. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix J,K ).




• After this term, and if their authors authorize Ana G. Mendez University System to

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (Appendix J,K).




Anejo E/Appendix E{ TC "Anejo E/Appendix E" \f C \l "1" }{ TC "Anejo E/Appendix E"

\f C \l "1" }

PORTFOLIO INFORMATIONAL SHEET


Florida Campuses


Check one:

� Universidad del Este � Universidad Metropolitana � Universidad del Turabo

Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate




Anejo F/Appendix F{ TC "Anejo F/Appendix F" \f C \l "1" }{ TC "Anejo F/Appendix F"

\f C \l "1" }

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9




10




Anejo G/Appendix G{ TC "Anejo G/Appendix G" \f C \l "1" }{ TC "Anejo G/Appendix

G" \f C \l "1" }

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and reflections

on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated criteria

of successful performance?

Does the portfolio provide for greater interaction between instruction

and assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.




Anejo H/Appendix H{ TC "Anejo H/Appendix H" \f C \l "1" }{ TC "Anejo H/Appendix

H" \f C \l "1" }

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical

sequence with appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio professional? Are

graphics, colors and portfolio language consistent with professional

workplace expectations? Is the portfolio presented in a neat and

orderly manner?

Organization: Is the portfolio organized in a manner that makes it

easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain




the student’s reaction or reflection on the selected topics? Do entries

provide thorough understanding of content? Resume, Activities List,

Varied Samples of Written Work, Evidence of Problem Solving, and

Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection of

the student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding

of growth and development related to their field of concentration? Do

items show what the student has learned?

Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of

collaboration, and use collaboration to support his/her learning?

Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek

opportunities for professional growth? Does the student include self-

reflective comments? Does the student reflect enthusiasm for

learning?

Professional Conduct: Do items show clear understanding of ethical

behavior and professional conduct? Do items display the pride the




student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value (skills,

abilities, knowledge) to a potential employer or college

representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –

Metro Orlando Campus




Anejo I/Appendix I{ TC "Anejo I/Appendix I " \f C \l "1" }{ TC "Anejo I/Appendix I" \f C \l

"1" }

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response

and

comments




Anejo J/Appendix J{ TC "Anejo J/Appendix J" \f C \l "1" }{ TC "Anejo

J/Appendix J" \f C \l "1" }

Use and Return of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed

without my consent.

By signing this document I authorize the office of Assessment and Placement to keep

a copy of my portfolio for six months and return it to me at the end of this period of

time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date




Anejo K/Appendix K{ TC "Anejo K/Appendix K " \f C \l "1" }{ TC "Anejo

K/Appendix K" \f C \l "1" }

Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed

without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep

a copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date




Anejo L/Appendix L{ TC "Anejo L/Appendix L " \f C \l "1" }{ TC "Anejo

L/Appendix L " \f C \l "1" }

Case Analysis

Case Brief

Case briefs are documents prepared by students as a study aid when trying to capture

the essence and importance of a court decisions. A case brief summarizes a court

decision by outlining, at a minimum, the facts of the case, the legal issues raised, and

the rationale for the court’s decision.

There are many ways to organize a case brief and each structure may include and

exclude items different than those requested here. The references listed at the end of

this handout show the variation in how a case might be briefed, but they also provide

additional information to help you complete a brief. So, in addition to the items and

explanations below, you should consult the references for additional clarity. For

purposes of the assignment, follow the structure provided here in preparing your case

brief.

GENERAL STRUCTURE

I. Name and Year of Case

II. Parties names and Roles

III. Nature of the Case Procedural background and the type of

case.

IV. Facts of the Case In one or two paragraphs, provide a

concise summary of the incident that

brought the case before the court. This

will include a description of the crime

and the circumstances causing the

earlier court’s decision to be appealed.

This is actually one of the more

difficult parts of the brief since requires




you to clearly identify and concisely

state ONLY that information needed to

understand the case. The decision itself

usually includes a lot more information

than is needed for the brief

V. Issue or Statutory Question Phrase, in your own words, the legal

question the court has tried to answer in

this case.

VI. Decision How has this court resolved the issue?

What was the outcome?




Anejo M/Appendix M{ TC "Anejo M/Appendix M " \f C \l "1" }{ TC "Anejo

M/Appendix M " \f C \l "1" }

ONE MINUTE PAPER

Name: Date:

Course:

Instructions: Briefly answer the following questions. Students must read any extra

instructions or reflection statements in the workshops to complete the one minute

paper.

1. What is the most important concept or idea that you learned in class

today? Explain

2. Which questions or doubts remained unanswered today?

3. In which circumstances would you be able to apply the concepts and ideas

discussed today?

4. Statement proposed in the workshop.




Anejo N/Appendix N{ TC "Anejo N/Appendix N" \f C \l "1" }{ TC "Anejo

N/Appendix N" \f C \l "1" }

One Minute Paper Rubric

Name________________________________

APA Style

The reflexive

diary is written

following the

APA style.

(1 point)

The reflexive

diary isn’t

written

following the

APA style.

(0 points)

Length/Time

One page

document as

requested and on

time.

( 1 point)

The document

was either too

short or longer

than requested

and/or was late.

(0 points)

Details on areas

suggested from

Appendix E.

Elaborated on

numerous areas

suggested in

Appendix E.

Elaborated on

some areas

suggested in

Appendix E.

Many areas

weren’t well

elaborated.

( 0 points)




( 4 points) (2 point)

Grammar

Grammar and

usage were

correct and

contributed to

clarity and style.

(2 points)

Writer made 1-2

errors in

grammar ( 1

point)

Repeated errors

in grammar.

( 0 points)

Spelling

Writer made no

errors in

Spelling.

(2 points)

Writer made few

spelling errors.

( 1 point)

Writer made

many errors in

spelling.

(0 points)

Grade: ___________




Anejo O/Appendix O{ TC "Anejo O/Appendix O" \f C \l "1" }{ TC "Anejo

O/Appendix O" \f C \l "1" }

Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content

The speaker provides a variety

of types of content appropriate

for the task, such as

generalizations, details,

examples and various forms of

evidence.

10

The speaker takes into account

the specific knowledge and

experience of the listener.

10

The speaker uses arguments

which are adapted to the values

and motivation of the specific

listener.

10

The speaker uses delivery to

emphasize and enhance the

meaning of the message.

10




The speaker delivers the

message in a lively and

enthusiastic fashion.

10

The volume varies to add

emphasis and interest.

10

Pronunciation and enunciation

are very clear. The speaker

exhibits very little disfluency

such as (“ahs”, “uhms” or “you

knwos”.

10

Language

Student pronounces words in

a clear and correct manner so

as to make language

understood to others.

10

Correct use of grammar and

verb conjugation.

10

Use of correct use of

vocabulary words to express

message.

10

TOTAL POINTS 100 (70 content + 30

language)

Student’s TOTAL SCORE

__________

Student’s Signature: _______________________




Facilitator Signature: _______________________

Date: _________________




Anejo P/Appendix P{ TC "Anejo P/Appendix P" \f C \l "1" }

Students Weekly Progress Record Sheet

Student Name: ______________________________

Criteria

Week

One

Week

Two

Week

Three

Week

Four

Week

Five

Attendance

Class

Participation

Assignments

Activities

during class

Assessment




Workshop One Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Two Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature:______________

Workshop Three Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Four Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Five Comments: __________________________________________________________________________________________________________________________________________________________________________________________Student’s Signature: ______________ Facilitator Signature: ______________




Anejo Q/Appendix Q{ TC "Anejo Q/Appendix Q" \f C \l "1" }

Rubric to Evaluate Class Attendance and Participation

Student’s Name: ______________________ Total ________

Attendance _______

0 pts = Absent in four or more workshops or absent in three workshops and was late in two

workshops.

1 pts = Absent in three workshops or absent in two workshops and was late in three or more

workshops

2 pts = Absent in two workshops or absent in one workshop and was late in three or more

workshops

3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops

4 pts = Attended all workshops but was late in one or two workshops

5 pts = Perfect attendance

Class Participation _______

0 1 2 3 4 5

Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and

assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent

Anejo R /Appendix R

“Learning about the US Constitution”




Through this activity the student will help each other understand the basic first seven

articles of the US Constitution. This activity is guided to help the student create the

foundation to understand the Bill of Rights. The activity should be completed by

groups and each of the groups will discuss one of the articles assigned and its

sections. The students should develop an essay with a minimum of three (3) pages

and an oral presentation.

The students must:

Identify the purpose and meaning of the article.

Generally explain the article.

Explain and bring examples of the application of the article today.

Articles of the Constitution Topic

Article I Legislative Power (Sect.1-5)

Article I Legislative Power (Sect.6-10)

Article II Executive Power (Sect.1-4)

Article III Judicial Article (Sect.1-3)

Article IV Interstate Relations (Sect.1-4)

Article V Amending Power (Sect.1-4)

Article VI Supremacy

Article VII Ratification

The written work must follow APA guidelines and should include references.




Anejo S /Appendix S{ TC "Anejo S /Appendix S" \f C \l "1" }

La Carta de Derechos

“Bill of Rights Exercise”

El ejercicio sobre la Carta de Derechos de los Estados Unidos está dirigido a educar

al estudiante en referencia aquellas enmiendas relacionadas de forma directa con el

campo de justicia criminal. Mediante el mismo se estudiarán en grupos las Enmiendas

I, IV, V, VI, VIII y XIV.

Los grupos deben preparar un trabajo escrito y una presentación oral. El trabajo

escrito debe incluir al menos cinco (5) páginas y en el mismo se debe hacer un

análisis donde se explique la enmienda asignada, su propósito y la discusión y

relevancia de los casos sugeridos para el ejercicio. La presentación oral debe ser

creada en power point y no debe exceder diez (10) minutos de duración.

Distribución de Temas:

Enmiendas: Tópicos: Casos:

Enmienda I Libertad de Religión,

Expresión y Asamblea

Cohen v. California,

403 U.S. 15 (1971) —

Brandenburg v. Ohio,

395 U.S. 444 (1969) ---

Lee v. Weisman, 505

U.S.577 (1992) ---

Church of the LuKumi

v.

Hialeah, 508 U.S. 520

(1993) --- Texas v.

Johnson, 491 U.S.

397(1989)

Enmienda II Posesión de Armas United States v. Miller,




307 U.S. 174 (1939) ---

Lewis v. United States

(1980) --- District of

Columbia, et al.,

Petitioners v.

Dick Anthony Keller

(2008)

Enmienda IV Registros y

Allanamientos,

Explique el concepto:

Causa Probable;

Explique la Clausula de

Exclusión (Exclusionary

Rule)

Weeks v. US, 232 US

383 (1914) --- Mapp v.

Ohio, 367 US 643

(1961) --- Terry v. Ohio,

392 US 1 (1968) ---

Hudson v. Michigan

(2006)

Enmienda V El Gran Jurado, Auto

Incriminación y

“Double Jeopardy”

Miranda v. Arizona, 384

U.S. 436 (1966) –

Griffin v. California,

380 U.S. 609 (1965) ---

U.S. v. Ursery,

59 F.3d 568 (6th Cir.

1995) --- Palko v.

Connecticut, 302 US

319(1937) ---

Enmienda VI Derecho a Abogado y el

significado del concepto

de un juicio justo de

acuerdo a lo propuesto

en la enmienda.

Gideon v. Wainwright,

372 U.S. 335(1963) ---

Powell v. Alabama, 287

U.S.45 (1932),

Enmienda VIII

Fianza y Castigos

Weems v. United States,




Crueles e Inusitados 217 U.S. 349 (1910) ---

Weldon Angelos v. US

(2006)

Enmienda XIV Privilegios e

Inmunidades, Debido

Proceso de Ley e

Igualdad de Derechos.

Discutir la evolución

histórica de la enmienda

y establecer la

diferencia entre los

conceptos legales

siguientes: Debido

proceso de ley e

Igualdad de Derechos.

Palko v. Connecticut,

302 US 319 (1937) ---

Duncan v. Louisiana,

391 US 145 (1968)

Explique la opinión del

Juez Black (Justice

Black).

*** Los grupos deben leer las instrucciones con detenimiento y seguir las sugerencias

para el desarrollo del material señaladas bajo la columna de tópicos.

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