University of Houston Law Center



TOPICMonday9/18Tuesday9/19Wednesday9/20 - EARLY RELEASE - Send to Ms. LaRue!!Thursday9/21 Friday MOLLY 9/22Chapter in BookChapter 4: Settling DisputesChapter 5: Court SystemPg 44-48REVIEWChapter 5: Court System49-END Chapters 1-5 (skipping Ch. 6, they know when people need lawyers generally)ObjectiveSWBAT: understand the different methodologies of dispute resolution and how to use themSWBAT: explain the step-by-step proceedings of a criminal trial and identify the roles of each person SWBAT: recall the vocabulary words used in class this weekSWBAT: recite the Miranda rights, explain how a case ends up in the Supreme Court, demonstrate what to do if they are stopped by an officerSWBAT: argue for mediation or trial proceedings with a fact pattern, discuss bystander effect thru listening to podcast about Kitty GenoveseMaterials-Oil Pricing Exercise -Reflection writtassignment -Mock trial scripts for all students-Keys-Cards with roles on them inside hat for picking-Copies of pg. 47 -Cross word puzzle -Youtube clip-Diagram of the courts-Miranda checklist-Miranda decision-Cards for what to do if you get arrested-Weekly writing assignment -Texas laws full list (we did not get to this last week)-PodcastHookEngageBreak students into groups of 4. Each student will have a general fact set and a confidentiality set for their side. They will each have 5 minutes to prepare. They will have to mediate and reach an agreement Students will draw their names out of a hat to be given their assigned “role” for the script reading: district attorney, judge, public defender, court reporter, narrator, bailiff, witnesses, jurors, etc. They will go sit in their assigned part of the room and be ready to read, answer Qs they haveEach student will receive a crossword puzzle to further review vocabulary words from this week and some from last week. Miranda warnings video from 21 jump street. Ask them if they know what the real Miranda warnings are...write up the class’ guess on the board. Ask: why are Miranda rights important? Why should we care about them? What do you have to do to properly invoke your Miranda rights?Look at all of the laws that Texas passed at the special session. Discuss: which of these laws look weird to you? Why do you think they were passed? How will this affect you? Which laws seem fair/correct to you? Who are these people that pass the laws for us? Why should we care?Demonstration of Learning (DOL)Evaluate At the end of class, students will turn in a summary of how they think negotiations work in real life. Students will write down one thing new they learned from the lesson and turn it in at the end of class (either a vocabulary word or a procedural step) If students have been listening, the puzzle will not be hard. Have the students practice invoking their Miranda rights on each other (using their know your rights cards). One plays the police officer and the other plays the arrestee, then switch. Make sure students are invoking their silence properlyWeekly writing assignmentLesson content:Engage ExploreExplain -kids will answer questions 1&2 on their own. We’ll go over 3 and 4 as a class, then have them answer. Students will simulate a mock trial using their assigned role and script (roles highlighted for easy reading). The narrator will stop every once in a while to discuss the function that corresponds with the list on pg. 47 (opening statements, witness testimony, cross-examination, defendant testifying, etc.) until the end of the simulationStudents will have a small review session with Ms. LaRue to cover the vocabulary words for today they will need for the puzzle. Mini-lesson from Molly on the structure of the courts and the appeals processes, students draw diagram of federal/state courts and their appeals in their notebooks. Discuss Miranda specifically, where did this case start and how did it get to the Supreme Court, by reading the opinion (half read the dissent and summarize, half read the majority and summarize). Fill out a “law school” brief with the kids to show them what we do every day as law studentsClass discussion of the weekly writing assignment. Have students hold their papers and walk to one side of the room or the other depending on if they chose mediation or trial proceedings. Depending on where the students walk to...have them flesh out their arguments. Seek out two students who have opposing views and have them come up to the front and duke it out debate styleVocabularyNegotiation: process of discussing an issue to reach a settlement or agreement. Least formal method of dispute resolution. Settlement: mutual agreement between 2 sides in a civil lawsuit that settles the disputeMediation: the act or process of resolving a dispute between 2 or more parties Arbitration: settling a dispute without going to trial, the parties select an impartial person to settle the argument. Most formal method of dispute resolution.Defendant: person who is charged in a criminal or civil casePlaintiff: person/party who is bringing the lawsuit against another person/partyProsecutor/district attorney: lawyer for the state who brings a criminal case against a defendant for a violation of the penal code or the health/safety codeBailiff: officer-type person who presides over the courtroomClerk: assistant to the judge, keeps the calendar and swears witnesses/jurors in Court reporter: person who writes down everything every party says during court proceedingsAppeals Court - a court in which appeals from trial court decisions are heardError of law- mistake made by a judge in legal procedures or rulings during a trl that may allow the case to be appealed Precedent- court decision that guides future cases with similar questions Miranda warning: right against self-incrimination, all police officers must give to you when under arrestSupreme court: the supreme law of the land, the highest court in our systemAppeal: if you disagree with the judgment in your case, you can request that another (higher) court review it Majority: most of the court voted this way, describes their reasoningDissent: the minority of the group disagreed with the majority, and they describe their reasoningALL FROM WEEKHomeworkWeekly Writing assignment. Writing assignment dueMolly and Gloria: Street Law Lesson Plans: Week of Sept. 18-Sept 22 ................
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