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Unit 9: the Judicial Branch and the Criminal Justice Process

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Unit 9: the Judicial Branch and the Criminal Justice Process US History Frameworks for the Georgia Standards of Excellence in Social Studies The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government/Civics Social Studies Course. American Government/Civics - Unit Number 9- The Judicial Branch and the Criminal Justice Process Elaborated Unit In this unit, students will examine the United States judicial branch and criminal justice system. Students will Focus focus on the operation of the judicial branch including: the selection and approval process for federal judges, original and appellate jurisdiction, the concept of judicial review and judicial activism, and the responsibilities of the Supreme Court. Students will investigate key Supreme Court cases throughout United States history. Furthermore, students will also examine due process of rights, the different categories of crime, criminal versus civil cases, and the processes and procedures involved with criminal proceedings. Distribution of Power: The student will understand that distribution of power in government is a product of existing laws and documents combined with contemporary values and beliefs. • Approval Process for Judges • Jurisdiction of courts • Judicial Review Rule of Law: Connection to The student will understand that in a democracy, rule of law influences the behavior of citizens, established Connecting procedures for making policies, and limits the power of government. Theme/Enduring • Understandings Supreme Court Operation • Due Process • Criminal Justice Process Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. • Judicial Activism • Judicial Restraint SSCG13- Demonstrate knowledge of the operation of the judicial branch of government. a. Describe the selection and approval process for federal judges. b. Explain the jurisdiction of the Supreme Court, federal courts and the state courts. c. Examine how John Marshall established judicial review through his opinion in Marbury v. Madison and relate its impact. GSE for Social d. Describe how the Supreme Court selects and decides cases. Studies e. Compare the philosophies of judicial activism and judicial restraint and provide relevant examples (standards and (e.g., marriage, 2nd Amendment, death penalty, etc.) elements) SSCH14- Demonstrate knowledge of the criminal justice process. a. Explain an individual's due process rights (e.g., 4th, 5th, 6th, and 14th Amendments). b. Categorize different types of crimes. c. Analyze the procedures in the criminal justice process. d. Examine the different types of sentences a convicted person can receive. e. Contrast the procedures related to civil suits with criminal proceedings. Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 1 of 25 US History Frameworks for the Georgia Standards of Excellence in Social Studies L9-10RHSS4- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social science. L9-10WHST1- Write arguments focused on discipline-specific content. Connection to Literacy Standards L9-10WHST5 for Social Studies (reading and/or Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, writing) focusing on addressing what is most significant for a specific purpose and audience. L9-10WHST6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Information Processing Skills: 1. Compare similarities and differences 3. Identify issues and/or problems and alternative solutions 4. Distinguish between fact and opinion 6. Identify and use primary and secondary sources Connection to 14. Formulate appropriate research questions Social Studies 17. Interpret political cartoons Matrices (information processing and/or Map and Globe Skills: map and globe 4. Compare and contrast the categories of natural, cultural, and political features found on maps skills) 7. Use a map to explain impact of geography on historical and current events 10. Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activity 12. Use geographic technology and software to determine changes, identify trends, and generalize about human activities. Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 2 of 25 US History Frameworks for the Georgia Standards of Excellence in Social Studies Essential Questions and Related Supporting/Guiding Questions How is the distribution of judicial power a product of existing laws combined with values and beliefs? Enduring Understanding 1 • Why is the Supreme Court involved in the judicial review of legislation? (Distribution of • Why does the approval process for federal judges involve other branches of government? Power) • How is judicial jurisdiction distributed between the local, state, and federal governments? How does the Rule of Law influence judicial procedure? Enduring • How does the Supreme Court select and decide cases? Understanding 2 (Rule of Law) • How does the Rule of Law protect the rights of accused persons? • Why does the Rule of Law explicitly define the criminal justice process? Enduring How do the beliefs and ideals of a society influence the judicial system and its operation? Understanding 3 • How does judicial activism reflect the beliefs and ideals of American society? (Beliefs and Ideals) • How does judicial restraint reflect the beliefs and ideals of American society? Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 3 of 25 US History Frameworks for the Georgia Standards of Excellence in Social Studies Sample Instructional Activities/Assessments Concepts in American Government/Civics: Selection and Approval of Federal Judges This unit examines the distribution of power among the branches of government as it pertains to the selection and approval of federal judges. Students will complete a flowchart highlighting the procedure for selecting and confirming Supreme Court judges. Students will also analyze a political cartoon related to the vacancy on the Supreme Court during the 2016 Presidential election. GSE Standards and SSCG13- Demonstrate knowledge of the operation of the judicial branch of government. Elements a. Describe the selection and approval process for federal judges. Literacy Standards L9-10RHSS4- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social science. L9-10WHST1- Write arguments focused on discipline-specific content. L9-10WHST5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. L9-10WHST6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Information Processing Skills: Social Studies Matrices 1. Compare similarities and differences 3. Identify issues and/or problems and alternative solutions 4. Distinguish between fact and opinion 6. Identify and use primary and secondary sources 14. Formulate appropriate research questions 17. Interpret political cartoons Map and Globe Skills: 4. Compare and contrast the categories of natural, cultural, and political features found on maps 7. Use a map to explain impact of geography on historical and current events 10. Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activity 12. Use geographic technology and software to determine changes, identify trends, and generalize about human activities. Enduring Distribution of Power Understanding(s) Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 4 of 25 US History Frameworks for the Georgia Standards of Excellence in Social Studies ACTIVITY #1 - VISUAL FLOW CHART – make a copy of the flow chart below, which outlines the nomination and confirmation process Supreme Court justices. Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 5 of 25 US History Frameworks for the Georgia Standards of Excellence in Social Studies ACTIVITY #2 : For the following activity, ask students to interpret the political cartoon depicted below: http://bokbluster.com/2016/02/19/supreme-court-seats/ **Answer should address the challenge of appointing Supreme Court Justices during a presidential campaign year. On 2/1/2016, during an election year, conservative Justice Anton Scalia, passed away.
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