Springfield High School Street Law Syllabus Course Description Street Law is a practical program of legal education designed to engage high school students in a critical examination of their legal responsibilities and rights. In this elective students have the opportunity to conduct discussions, research and debates with their classmates about practical legal problems, contemporary legal issues, and the ramifications of breaking the law. The ultimate goal of the program is to provide students with a sense of belonging in society through empowerment with knowledge of the law. By providing students with a nonadversarial view of the law, Street Law works to provide an understanding of the fundamental principles of authority, fairness, justice and responsibility that underlie our legal system. By demystifying the law, Street Law will hopefully allow young people to develop a positive attitude towards the law and reduce juvenile delinquency. The Street Law course covers Ohio Graduation Requirements in the area of Social Studies Content Standards including, but not limited to, Economics, History, Government and Citizenship Rights and Responsibilities. Finally, this course will enhance the student’s development in other subjects at Springfield High School by way of identifying, analyzing and explaining the ways in which Americans have used social norms and laws to communicate and express points of view, utilized problem solving skills, experimented with new ideas to improve society, and relied upon research, reason, and truth to nurture the individual and our role in the greater society.

Pre-requisite Courses Successfully completed 9th grade World History Successfully completed 10th grade U.S. History

Instructional Philosophy This course will prepare students for post-secondary law and government courses and other high school Social Studies courses. In addition, a proficient understanding of America’s principles and legal system will assist the student in applying good citizenship skills in the American civil society.

Students will be required to complete challenging and meaningful assignments. In order to prepare for course assessments and high stakes exams and to demonstrate critical thinking skills, students will complete rigorous reading, writing, and research assignments to prepare for active classroom discussion, delivery of presentations, and completion of daily work. Each unit, students will create a portfolio of work including reading and writing assignments, responses to primary and secondary sources, analysis of data-based graphs, tables, or charts, visual documents such as maps and creative drawings, and comparative analysis and connections with current events. A great emphasis on current events and their legal consequences will occur in class every day. Often, students will utilize technological tools in order to create word processing documents, obtain vivid images from American History, and design multi-media presentations. Students are expected to keep the portfolio organized throughout each unit. Assessment methods will include exams, tests, portfolios, projects, presentations, quizzes, and oral and written assignments.

Course Goals The goals of the Street Law program for high students include: (1) to provide a practical understanding of law and the legal system useful to students in their everyday lives; (2) to improve understanding of the fundamental principles and values of our Constitution, laws and legal system; (3) to promote awareness of current legal issues and controversies; (4) to encourage effective citizen participation in our legal system; (5) to bring about greater justice, tolerance, and fairness; (6) to develop a willingness and an ability to resolve disputes through informal and, where necessary, formal resolution mechanisms; (7) to improve basic skills including critical communication, observation, and problem solving;

thinking

and

reasoning,

(8) to examine and clarify attitudes toward the role that law, lawyers, law enforcement officers and the legal system play in our society; and (9) to expose students to the many vocational opportunities within the legal system.

First Semester Content: 1. Unit 1- introduction to Law and the Legal System. Topics include, What is Law?; Lawmaking; Advocacy; Settling Disputes; The Court System and Lawyers. 2. Unit 2- Criminal Law and Juvenile Justice. Topics include, Crime in America; Introduction to Criminal Law; Crimes Against the Person; Crimes Against Property; Defenses; Criminal Justice Process: The Investigation, Proceedings Before Trial, The Trial and Sentencing and Corrections, Juvenile Justice and Law and Terrorism. 3. Unit 3- Torts. Topics Include, Civil Wrongs, Intentional Torts, Negligence, Strict Liability, Torts and Public Policy Second Semester Content: 1. Unit 4- Consumer and Housing Law. Topics include, Contracts, Warranties, Credit and Banking, Being a Smart Consumer, Cars, and Housing. 2. Unit 5- Family Law. Topics include, American Families, Marriage, Parents and Children, Foster Care and Adoption, Separation, Divorce, and Custody. Government support of families. 3. Unit 6- Individual Rights and Liberties. Topics include, Constitutional Law, Freedom of Speech, Freedom of the Press, Freedom of Religion, Due Process, The Right to Privacy, Discrimination, Responsibilities in the Workplace, and Immigration Law. Major Assignments

Daily Class Work Students will complete rigorous reading and writing assignments most days in an effort to enhance literacy skills and to develop the student’s understanding of the course goals. Students will respond to short answer and extended response writing prompts weekly, and students will analyze and respond to maps, graphs, tables, and charts. Some of these assignments will be graded, and almost all of these assignments will be placed in the student’s portfolio. Students will participate daily in class discussion over the important concepts of the lesson.

Homework Homework is assigned occasionally. Students that are absent or do not finish daily in-class assignments are required to complete the work out of class. Also, students will be given extended time out of class to complete periodic and/or major projects. Web-Based Research During each unit of study, students will be given time in the computer lab to explore and utilize the latest technology in order to research influential people, places, events, and concepts from Street Law topics or report upon data from maps, graphs, tables, and charts. Students will usually place all documents from these assignments in the unit portfolio. Students will also be given extended time out of class to complete these web projects. Pre-test/Post-test Students will complete a pre-test at the beginning of the course. Students will complete a post-test at the conclusion of the course. The teacher will use these results only to measure yearly progress for the teacher and the student. Assessment Tests Students will complete eight assessment tests, one at the conclusion of each unit. These tests account for 40% of the student’s grading period grade. These tests will include multiple choice, short answer, and extended response items. The assessment test will assess students’ knowledge and skills of most or all of the concepts within the unit as well as recurring themes. Each test will also require students to respond to maps, graphs, tables, and charts. Semester Exams At the conclusion of each semester, students will complete a semester exam. These exams account for 20% of the semester grade average. The semester exam will assess students’ knowledge and skills of the units taught only during that semester. Current Events Students will often read and analyze the issues and events confronting our nation in the 21st century. Students will develop an awareness of credible news sources as well as the difference between relevant news, sensational journalism, blogging, and op-ed pieces, and investigate the influence of bias, credibility, and propaganda.

Major Projects and Assessments 1st Semester Project American Justice Project To begin this course, students will develop a word-processing document, written paper, or other authentic assessment that reports upon an aspect of the American Judicial system including but not limited to jails, death penalty, violent crime and drug abuse. The student will also report upon a portion of this research and develop and share his or her perspectives. The teacher will provide directions, requirements, rubric, and due date. Time will be given to begin this project in class, but time will be required out of class in order to complete it, lasting about one week. 2nd Semester Project Citadinity To conclude the course, students will develop a multi-media presentation or other authentic assessment to research and report upon significant events in their lives and how their actions have impacted others in the world around them. The student will develop and share his or her perspectives. The teacher will provide directions, requirements, rubric, and due date. Time will be given to begin this project in class, but time will be required out of class in order to complete it, lasting about one week. Grading Plan A B C D

93 – 100% 85 – 92% 77 – 84% 70 – 76%

Course Evaluation by Grading Period Performance Area Description Assessments Unit tests and/or common assessments administered in the classroom. Assignments Any assignment completed in or out of the classroom including textbook and technology research, worksheets, projects, portfolios, presentations, formal research papers, quizzes, notes, etc. Participation Attendance, contributions to class discussion, and bringing all supplies to class.

Weight 40% 50%

10%

Course Evaluation by Semester First Grading Period Grade 40% Second Grading Period Grade 40% Semester Exam Grade 20% *To earn an “A”, the student must: Consistently demonstrate an advanced level of quality. Show mastery in identifying, explaining, evaluating, and synthesizing the course goals. Components of work are completed. *To earn a “B”, the student must: Consistently demonstrate an above average level of quality. Approaches mastery often in identifying, explaining, evaluating, and synthesizing the course goals. Most components of work are completed. *To earn a “C”, the student demonstrates an average level of quality. Occasionally demonstrates mastery in identifying, explaining, evaluating, and synthesizing the course goals. Some components of work are incomplete or are of average quality. Content Standards and Assessments In an effort to inform students on the course objectives and daily classroom goals, the teacher will post the content standards in the classroom. Furthermore, the teacher will post the weekly plans and the daily goals. Formative and summative assessments will be administered in order for the teacher and student to monitor student progress on these objectives and goals. Formative assessments are given almost each day as part of the rigorous reading and writing assignments. As time permits during each lesson, the teacher will provide verbal and written feedback about these assessments to some students, all students, or the entire class generally. The teacher will use student work to demonstrate exemplary work, and often students will engage in peer collaboration to share successful ideas and strategies. Summative assessments will be administered as quizzes, common assessment tests, short answer and extended response prompts, multi-media presentations, and other forms of authentic assessments. The teacher will provide written feedback to each student on these assessments. Item Analysis and Reteaching Activity The teacher will return each student’s graded test and discuss the results with students. The teacher will identify the test items in which a majority of students struggled. The teacher will provide written feedback on each student’s test. The teacher will also provide a Reteaching Worksheet that quizzes the unit’s main themes and the items in which students had difficulty. Each student will complete this worksheet and save it in his or her portfolio.

Re-Do Policy A student may redo each test once. The student must schedule the redo within one week from the date of return of the initial test. Students can improve upon the original grade, but the redo grade will not exceed 80%. The student must conference with the teacher before being allowed to redo test.

Late or Missing Work Policy All work is due on the scheduled date in order to earn full credit. Late work turned in within one week of the due date will be assessed a 20% penalty. Work later than one week will be accepted up until the last day of the grading period for half credit.

Extra-Help The teacher provides extra help in a variety of ways. The teacher will supervise student work each day, make recommendations for improvement, and be available to assist students. Many graded assignments have an extra credit component built into them. Extra credit research assignments are also often given. A study guide will be provided prior to each common assessment test. The teacher also will provide a Reteaching Guide after each unit of study in order to practice and maintain concepts and standards taught in previous units. Students are encouraged to approach the teacher at anytime with questions, to check on grades, or to ask for help, but the teacher will conference with any student that is in danger of failing. During the conference, the teacher will provide steps for the student to take in order to avoid failing. Students are also encouraged to use the Study Table program. Finally, the teacher maintains all students’ grades on Progress Book. Students are encouraged to monitor Progress Book and may request an additional copy of work in order to complete it as outlined in the Late Policy.