Course Title:                                      Street Law

 

 

Room:                                                 B 1.1

 

 

Course Description: The street law course is a one-semester course designed to provide students with knowledge about law that is of practical use in their everyday lives. Students will learn about purchasing (items), leasing, contracting, crime, or traffic violation, which places them face-to-face with the law. Topics will include an introduction to law and the legal system, criminal law, torts, and individual rights and responsibilities. Students will study some of the current issues and controversies relating to the law and legal system. Students will learn the different methods of solving legal problems, including negotiation, mediation, and the trial process. 

 

COURSE GOALS/OBJECTIVES/STANDARDS:

 

Street Law

 

The standards for Street Law cover the study of practical law and the United States legal system.  Students participate in activities based on key concepts and content dealing with juvenile justice, criminal law, and rights in the community.  Students develop skills in critical thinking, expressing judgment, communication, observation and problem solving.  The standards encourage effective and informed citizen participation in our legal system.

 

SK – Skills  The Social Studies program promotes essential skills to increase the students ability to acquire information and manipulate data, develop and present policies and debates, construct new knowledge, and participate in groups.  Each skill is dependent upon and enriched by all other skills.

SK1a.         Select an appropriate strategy to solve a problem and determine a rational course of action

SK1b.        Use a variety of primary and secondary resources to express and defend personal convictions

SK1c.         Participate in persuading, compromising, debating, and negotiating in the resolution of conflicts and differences

SK1d.        Participate in interviews, conduct case studies, and interact with agencies and community personnel who are working with people.

SS1      Citizenship:  Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:

SS1a.          Evaluate the degree to which public policy and citizen behaviors exemplify the stated ideals of democratic government.

SS1b.         Define and demonstrate the attributes, rights, and responsibilities of a democratic citizen to include voting procedures and the election process.

SS1c.          Recognize group behavior as shown by fads, language, leadership, and tradition.

SS2      Culture:  Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:

SS2a.          Examine the effects of prejudice on the individual and group.

SS2b.         Analyze why behaviors do not occur in isolation.

SS3      Time, continuity, and change:  Social studies programs should include experiences that provide for the study of the way human beings view themselves in and over time, so that the learner can:

SS3a.          Evaluate Supreme Court decisions within their historical contexts.

SS4      Space and place:  Social studies programs should include experiences that provide for the study of space and place, so that the learner can:

SS4a.          Assess how location affects an individual or a group’s perception of the world.

SS4b.         Recognize the interrelationship between geographical location and behavior.

SS5      Individual development and identity:  Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:

SS5a.          Identify how individual behaviors are sanctioned and rewarded in society.

SS5b.         Develop the ability to resolve disputes through formal and informal mechanisms.

SS6      Individuals, groups, and institutions:  Social studies programs should provide for the study of the interaction among individuals, groups, and institutions, so that the learner can:

SS6a.          Analyze examples of tensions between expressions of individuality and efforts used to promote social conformity.

SS6b.         Identify societies’ sanctions for unacceptable behavior.

SS7      Production, distribution and consumption:  Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can:

SS7a.          Describe how economic development affects the social system and societal values.

SS7b.         Analyze social problems that arise from economic imbalance.

SS8      Power, authority, and governance:  Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:

SS8a.          Investigate the concept and development of basic human rights (e.g., universal human rights, civil rights, basic US rights as outlined in the Bill of Rights).

SS8b.         Discuss criminal justice systems, and evaluate suggested reforms.

SS8c.          Examine the fundamental principles and values underlying our Constitution, laws, and legal system.

SS8d.         Analyze ideas and mechanisms to manage conflict and establish order and security.

SS8e.          Examine recurring issues involving rights, roles, and status of the individual.

SS9      Science, technology, and society:  Social studies programs should include experiences that provide for the study of the relationships among science, technology, and society, so that the learner can:

SS9a.          Examine how laws and policies affect scientific and technological applications.

SS9b.         Explain and apply existing scientific theory and modes of inquiry examining recurring social issues and problems.

SS9c.          Analyze how science and technology influence the core values, beliefs, and attitudes of society.

SS10    Global Connections:  Social studies programs should include experiences that provide for the study of global connections and interdependence, so that the learner can:

SS10a.       Identify and discuss universal human rights issues.

SS10b.      Describe sense of justice, tolerance, and fairness.

SS10c.       Evaluate the effects of media on our perceptions of the world.

 

Continuous School Progress:  AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is “All students will improve their written communication skills across the curriculum.”  The 6+1 trait is the model selected to improve school-wide writing in all subject areas.  The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like.  Teachers and students will use the 6+1 trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement.  Success of all students requires that the 6+1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

Students will be writing in response to the text, processing court cases and developing vocabulary nearly every class.  Major writings and projects will be graded with emphasis on the 6+1 traits of ideas and content, organization, voice, and word choice.

 

COURSE GRADING/ASSESSMENT:  

 

1.       Cumulative Chapter Tests - 50%

 

2.  Daily Assignments/Class Participation -20%

 

3.       Quizzes and other assigned projects- 30%

 

The AFNORTH grading scale, as published in the Parent/Student Handbook, is used to determine applicable letter grades.

 

SUPPLIES (REQUIRED/RECOMMENDED):

            Students are required to bring paper, pencil or pen, and textbook to class everyday.  A 3-ring binder is preferable, and loose-leaf paper should be used for written work that is turned in.  Outside work can be either written or word-processed.

 

CLASSROOM EXPECTATIONS

CONSEQUENCES FOR NONCOMPLIANCE

Arrive to class on time.

May result in lunch, after –school detentions or other discipline corrections.

 

Be respectful of classmates and teacher.

Disruptive or disrespectful behavior may result in:  in lunch, after –school detentions or other discipline corrections and/or the student being removed from the class and/or call to the student’s parents, parent conferences, discipline referral to administration as appropriate to the level of offense

 

 

HOMEWORK POLICY:     Homework and long-term assignments are collected at the beginning of class unless otherwise requested.  Late work is not accepted without penalty of one letter grade per school day (not class meeting).

 

MAKE-UP POLICY:    Students are held to the make-up policies as outlined in the Parent/Student Handbook.