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Administration of Justice I
Course Guide, Second EditionJuly 2019
Administration of Justice I
Developed for:
Maryland State Department of Education
Developed by:
Mid-Atlantic Center for Emergency ManagementFrederick Community College
7932 Opossumtown PikeFrederick, MD 21702
Agreement No. 154721-01
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Administration of Justice I
Table of Contents
Program Overview.......................................................................................................................................5
Career Technology Education..................................................................................................................5
Human Resource Services Career Cluster................................................................................................5
Homeland Security and Emergency Preparedness Program....................................................................5
Criminal Justice/Law Enforcement Pathway............................................................................................6
Administration of Justice I...........................................................................................................................8
Course Overview.....................................................................................................................................8
Units and Learning Objectives.................................................................................................................8
Duration..................................................................................................................................................9
Prerequisites............................................................................................................................................9
Course Resources....................................................................................................................................9
Assessments............................................................................................................................................9
Unit 1: Introduction to Law and the Criminal Justice System....................................................................10
Terminal Learning Objective..................................................................................................................10
Lesson Guide.........................................................................................................................................10
Assessment Considerations...................................................................................................................14
Unit 2: Constitutional Law.........................................................................................................................15
Terminal Learning Objectives................................................................................................................15
Lesson Guide.........................................................................................................................................15
Assessment Considerations...................................................................................................................23
Unit 3: Operation of the Criminal Justice System......................................................................................24
Terminal Learning Objectives................................................................................................................24
Lesson Guide.........................................................................................................................................24
Assessment Considerations...................................................................................................................27
Unit 4: Impact of Political, Social, Economic, and Cultural Environments.................................................28
Terminal Learning Objectives................................................................................................................28
Lesson Guide.........................................................................................................................................28
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Administration of Justice I
Assessment Considerations...................................................................................................................32
Unit 5: Issues in Policing............................................................................................................................33
Terminal Learning Objectives................................................................................................................33
Lesson Guide.........................................................................................................................................33
Assessment Considerations...................................................................................................................37
Mock Trial Rubric.......................................................................................................................................38
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Administration of Justice I
Program Overview
Career Technology EducationThe Homeland Security and Emergency Preparedness (HSEP) curriculum is one of the Career Technology Education (CTE) career clusters offered through the Maryland public high schools. CTE programs are designed to help students develop the skills necessary for successful employment and acquire other attributes that will enhance their overall career and occupational performance. Students enrolled in CTE programs participate in a variety of academic and CTE courses designed to prepare them for the career and educational opportunities of tomorrow. CTE is concerned with the development of the individual in five areas: personal skills and attitudes; communication and computational skills; skills of employability; occupational skills and knowledge; and career planning and lifelong learning.
CTE programs are broken down into pathways. The career clusters that are part of the Maryland CTE program vary from county to county. Not all counties offer all career clusters or programs.
Human Resource Services Career ClusterThe Human Resources Services career cluster examines advances in scientific knowledge and increased public awareness of social problems and issues that contribute “to a demand for high-quality social services. Public concerns over crime, security, and emergency response and the increased demand for legal intervention in business and communities will continue to drive the growth of law enforcement, emergency services and legal services. The continuous need for professionals in education fields, especially in the critical shortage areas, offers creative ways to engage young people early on in the teaching profession” (MSDE, 2017, p. 10 - http://www.marylandpublicschools.org/programs/Documents/CTE/CTEBlueBook2017.pdf).
The Human Resource Services Career Cluster consists of four programs:1. Fire Science: Maryland Fire and Rescue Institute (MFRI)2. Homeland Security and Emergency Preparedness (consisting of three areas of concentration)
• Homeland Security Sciences• Criminal Justice and Law Enforcement• Information and Communications Technology
3. Childcare and Early Childhood Education4. Teacher Academy of Maryland (TAM)
Homeland Security and Emergency Preparedness ProgramThe HSEP program is part of the human resource services career cluster. The HSEP program prepares students for industry certification and/or college credit in one of three areas: Homeland Security Sciences, Criminal Justice/Law Enforcement, and Information/Communications Technology.
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The HSEP program is responsive to public concerns over crime, security, the terrorist threat, dangerous weather events, and emergency response. Occupational trends indicate that employment activity in these areas will continue to be robust well into the next 10 years.
Criminal Justice/Law Enforcement PathwayThe Criminal Justice/Law Enforcement Pathway, also known as the “Administration of Justice Concentration” within the HSEP program provides students with a broad background of the administration of justice in the United States. Students in the Administration of Justice I course study the history of the U.S. legal system, the development of the court system, the criminal justice process, external forces that impact justice systems, the rights of citizens, and the role of ethics in the administration of justice. Students in the Administration of Justice II course focus on the process of evidence collection and handling, law enforcement procedures, organized crime, street gangs, drug abuse, federal law enforcement agencies, the first responder role of law enforcement, and careers in the justice system.
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Administration of Justice I
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Administration of Justice I
Administration of Justice I
Course OverviewThis class introduces students to multiple aspects of law enforcement and the criminal justice system. Students explore the criminal process, forces that affect the enforcement of laws and the rights of citizens. Students in the Administration of Justice I course study the history of the legal system, the development of the court system, the criminal justice process, the various external forces that impact the justice systems, the rights of citizens, and the role of ethics in the justice system. This course provides students an overview of the United States legal system and the process of criminal justice.
Units and Learning ObjectivesUnit Learning Objectives
Unit 1:Introduction to Law and the Criminal Justice System
Explain the underlying theory and historical development of laws and the criminal justice system in the United States.
Unit 2: Constitutional Law
Identify the key elements and structures of the legal system under the United States and Maryland Constitutions.
Appraise the role of constitutional structures in shaping the operation of the criminal justice system through the application of new laws and reinterpretation of law through jurisprudence.
Unit 3: Operation of the Criminal Justice System
Trace the processes of the court system to include trials, hearings, mediation, indictment, and witness examination.
Compare the various classifications of offenses such as crimes against persons, property, and public order and morality.
Unit 4:Impact of Political, Social, Economic, and Cultural Environments
Analyze the various political, social, economic, and cultural forces that affect the administration of justice.
Assess the legal, structural, and procedural changes to the criminal justice system in response to the 9/11 attacks and the continuing global war on terrorism.
Unit 5: Issues in Policing
Differentiate between the juvenile justice system and the adult justice system.
Appraise the role of ethical decision making and codes of ethics. Analyze the code of ethics involved in the administration of justice. Assess the impact of current and emerging issues on criminal justice
practice.
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DurationUnder the Code of Maryland Regulations, the number of classroom contact hours per high school credit is locally defined. This is a one-credit high school course, and the number of hours of contact time available to teach it may vary from county to county. In addition, the course may be taught over one semester or spread out over an entire school year. For these reasons, this Course Guide does not include contact time or specific pacing for lessons and units. It is left to local discretion to determine the pacing and duration of these materials; however, all identified topics are considered relevant and important to the curriculum. For this reason, teachers are encouraged to include all lessons and topics, but to modify their presentation and treatment to available classroom time as determined at the local level.
PrerequisitesMaryland CTE career clusters are designed to bridge students along into college programs and career fields of interest. Although students will usually be entering the HSEP program in 9th or 10th grade, reading assignments may sometimes be presented at higher reading levels. There are no specific prerequisites for entry into the HSEP program; however, students should expect challenging academic work. Since security clearances and background checks are frequently required for entry into careers in the homeland security and emergency management fields, students should be encouraged to make responsible lifestyle choices to help prepare them for internship and employment opportunities.
Course ResourcesReferences and resources listed below are recommended for this course. All references and resources are also listed by chapter and/or pages (or other designation) beside the specific units and topics to which they apply.
TextbookThe following textbook is recommended for this course:
Kitchens, R. (2017). Constitutional law (5th ed.). Concord, CA: Con Law Education Project. http://conlawed.com/Con_Law_textbook.php
Additional ResourcesOpen Educational Resources are identified in the Course Guide.
AssessmentsEach unit presentation concludes with general suggestions about assessment methods and techniques; however, because the duration and flow of the content will vary from county to county, specific assessment instruments are not included. Teachers should develop their own assessment materials in keeping with the learning objectives and the amount and nature of the content covered in any testing period.
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Unit 1: Introduction to Law and the Criminal Justice System
Terminal Learning ObjectiveExplain the underlying theory and historical development of laws and the criminal justice system in the United States.
Lesson GuideLessons and Topics Learning Objectives Readings and Resources Assignments and
ActivitiesWhat is the Criminal Justice System?
Identify and describe the role of the components of the U.S. criminal justice system.
Components of the criminal justice system (National Center for Victims of Crime)http://www.victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-victims/the-criminal-justice-system
What is the criminal justice system?https://us.sagepub.com/sites/default/files/upm-binaries/79292_Chapter_1_An_Introduction_to_the_Criminal_Justice_System.pdf
Arrested in Maryland: An Introduction to Crime and the Criminal Justice System. (Trace the process from arrest in a MD city or county to an appeal to the U.S. Supreme Court.)
History of Policing in the U.S.
Describe the history of policing in the U.S. The History of Policing in the United States (1-6)
http://plsonline.eku.edu/insidelook/history-policing-united-states-part-1
The History of the Policehttps://www.sagepub.com/sites/default/files/upm-binaries/50819_ch_1.pdf
How the U.S. Got Its Police Forcehttp://time.com/4779112/police-history-origins/
Student presentation on a significant event or occurrence that helped shape policing in the U.S.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
History of Policing in the U.S. (Video)http://www.youtube.com/watch?v=3vgh-r_pPxQ
Social Contract Theory Discuss the social contract theory.
Describe how the Magna Carta and the Mayflower Compact represent social contracts.
Assess the role of the Magna Carta and Mayflower Compact in the development of the U.S. legal system including the U.S. Constitution and the Maryland Constitution.
Kitchens (2017), Topic 3: Political Philosophy and the Constitution
Social Contract Theoryhttps://www.iep.utm.edu/soc-cont/
The Social Contracthttps://www.britannica.com/topic/constitution-politics-and-law/The-social-contract
Magna Carta (National Endowment for the Humanities Lessons)http://edsitement.neh.gov/lesson-plan/magna-carta-cornerstone-us-constitution#sect-thelesson
British Library Magna Carta Sources https://www.bl.uk/magna-carta/teaching-resources
Video: The Social Contracthttps://www.khanacademy.org/humanities/ap-us-government-and-politics/foundations-of-american-democracy/ideals-of-democracy/v/thomas-hobbes-and-social-contract
Video: (Durham Univ. Professor Discusses Magna Carta as a Social Contract)http://vimeo.com/110700884
Classroom discussion on how the Magna Carta, Mayflower Compact, and social contract theory relate to today’s legal system.
Note: Initiate instructions and assignments for Mock Trial Activity.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
PBS Resources on the Mayflower Compacthttps://www.pbslearningmedia.org/resource/americanexperience27p-soc-compact/wgbh-americanexperience-the-pilgrims-mayflower-compact/
Mayflower Compacthttp://www.allabouthistory.org/mayflower-compact.htm
U.S. Constitution (presented for comparison, Unit 2 covers U.S. Constitution)http://www.archives.gov/exhibits/charters/constitution.html
Maryland Constitution (Maryland State Archives)http://mgaleg.maryland.gov/pubs-current/current-constitution-maryland-us.pdfhttp://msa.maryland.gov/msa/speccol/sc2200/sc2221/000004/000000/html/00000001.html
What is Law? Define law. Kitchens (2017), Topic 1: Why is there Law?
What is Law?http://www.businesslawbasics.com/chapter-2-what-law
What is a Law? (Judicial Learning Center)https://judiciallearningcenter.org/law-and-the-rule-of-law/
Concentric Circle Activity on definition, purpose, and effect of law. (The definition of law is the center with two concentric circles, purpose of law, effect of law on the Individual. Have students move from an agreed definition of law to
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Dictionary Definition:http://www.merriam-webster.com/dictionary/law
What is the Law? (Organization of American States)http://www.oas.org/juridico/mla/en/can/en_can_mla_what.html
Video: Understanding Law and Rightshttp://www.youtube.com/watch?v=H8sj_WPeZew
identifying the purpose of law and then the effect of law on the Individual.)
What is the Purpose of Law?
Identify the purpose of law. Purposes and Functions of Lawhttp://www.businesslawbasics.com/chapter-3-purposes-and-functions-law-1
The Timetable of World Legal Historyhttp://www.duhaime.org/LawMuseum/LawArticle-44/Duhaimes-Timetable-of-World-Legal-History.aspx
Develop timeline activity or quiz based on the history of law and legal systems.
Types of Law: The Building Blocks of Justice
Describe the types or classifications of law.
Recognize the origin and sources of each type of law.
Differentiate between the classifications of law.
Kitchens (2017), Topic 2: Origins of Law and Types of Laws http://www.businesslawbasics.com/chapter-4-classifications-law-0
Sources of Lawhttp://www.businesslawbasics.com/chapter-5-sources-law
Maryland Criminal Law Digest
Develop matching activity for types/classifications of law.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
https://mdle.net/digest/DCL2018.pdf
Assessment ConsiderationsA variety of student assessment techniques or tools are suggested in the assignments and activities column. These include student presentations about significant events in the history of policing, the classroom discussion on the social contract theory, the Concentric Circle Activity on law, the timeline activity (or quiz) on the history of law and legal systems, and the matching activity on the types/classifications of law. Included in the activities for this unit is the introduction of the Mock Trial Activity and rubric. Resources for the Mock Trial Activity are listed under Assessment Considerations for Unit 5 below. This activity serves as the major assessment for the course.
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Unit 2: Constitutional Law
Terminal Learning Objectives Identify the key elements and structures of the legal system under the United States and Maryland Constitutions. Appraise the role of constitutional structures in shaping the operation of the criminal justice system through the application of new laws
and reinterpretation of law through jurisprudence.
Lesson GuideLessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Common Law Explain the concept of common law.
Define constitutional law.
Contrast the concepts of common law and constitutional law.
Common Lawhttp://legal-dictionary.thefreedictionary.com/Common+law
Common Law and Civil Law Traditionshttps://www.fjc.gov/sites/default/files/2015/Common%20and%20Civil%20Law%20Traditions.pdf
Constitutional Lawhttp://www.businesslawbasics.com/chapter-11-constitutional-law
Class discussion or quiz on the difference between common and civil law.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
U.S. Constitution Describe the role of the U.S. Constitution in developing the legal system.
Explain the constitutional concepts of federalism and separation of powers as they relate to law, law enforcement, and the judicial process.
Describe the rights of citizens outlined in the U.S. Constitution and Maryland Constitution.
Kitchens (2017), Topic 6: Getting into the Constitution; Topic 11: The Constitution and U.S. History; Topic 13: Federalism: Balance Between the States and the Central Government; Topic 14: Checks and Balances Within the Central Government; Appendix C: Constitution of the U.S.
U.S. Constitutionhttp://www.archives.gov/exhibits/charters/constitution.html
Maryland Constitution (Maryland State Archives)http://mgaleg.maryland.gov/pubs-current/current-constitution-maryland-us.pdf
Structure of the Federal Courtshttp://adacourse.org/courtconcepts/structure.html
Federalismhttp://www.pbs.org/wnet/supremecourt/educators/lp1.html
Federalismhttp://www.streetlaw.org/en/Page/371/Federalism_Activity
Separation of Powershttp://constitutioncenter.org/learn/educational-resources/lesson-plans/separation-of-powers
Student short paper (1-2 pages) on an executive branch agency with law enforcement authority. The paper should describe the agency’s legal authority and its relationship to other elements in the criminal justice system at the federal, state, and local levels.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Rights of the Citizen in the Criminal Justice Process
Illustrate the various rights of the citizen in the criminal justice process.
Explain how the basic constitutional rights protect both victim and the accused.
Kitchens (2017), Unit 5: Individual Rights and Liberties
Your Basic Constitutional Rights in the Criminal Justice Systemhttp://www.georgialegalaid.org/resource/your-basic-constitutional-rights-in-the-crimi?ref=xvohB
Know Your Rightshttp://www.justice.gov/usao/ne/press_releases/Civil%20Rights%20Book-NE-2.pdf
Unalienable Rights – Who Says? https://classroom.monticello.org/lesson-plan/unalienable-rights-who-says/
Legal Rightshttp://plato.stanford.edu/entries/legal-rights/
Class discussion or quiz identifying the basic rights of citizens.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Development of the U.S. Legal System
Describe the development of the U.S. legal system.
Explain the concept of judicial review.
Kitchens (2017), Topic 7: How a Case Gets to, and Decided by, the U.S. Supreme Court
Early Development of the U.S. Court Systemhttp://americanhistory.about.com/od/judicialbranch/a/Early-Development-Of-The-United-States-Court-System.htm
Judicial Reviewhttps://edsitement.neh.gov/john-marshall-marbury-v-madison-and-judicial-review-how-court-became-supreme
Marbury v. Madisonhttps://www.uscourts.gov/educational-resources/educational-activities/marbury-v-madison
Landmark Caseshttp://landmarkcases.org/en/landmark/cases/marbury_v_madison
Class discussion or quiz on the origins of the U.S. legal system.
Federal Court System Outline the organization of the federal court system.
Kitchens (2017), Topic 8: The “Nine Old Persons”
History of the Federal Judiciaryhttp://www.fjc.gov/history/home.nsf/page/courts_district.html
Federal Court Systemhttp://www.businesslawbasics.com/chapter-6-federal-court-system
Understanding the Federal Courtshttps://www.uscourts.gov/sites/default/files/
Student diagram of the relationship of the federal court system.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
understanding-federal-courts.pdf Federal Courts – Role and Structurehttps://www.uscourts.gov/about-federal-courts/court-role-and-structure
Supreme Court Simulationhttps://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/supreme-0
Inside the Federal Courtshttps://www.fjc.gov/education/inside-federal-courts
State and Local Court Systems
Contrast the federal and state court systems.
Describe the Maryland court system.
State Court Systemshttp://www.businesslawbasics.com/chapter-7-state-court-systems
The Difference Between Federal and State Courtshttps://www.uscourts.gov/about-federal-courts/court-role-and-structure/comparing-federal-state-courts
Maryland Courtshttps://www.courts.state.md.us/courts/about
http://www.courts.state.md.us/education/
Video: Maryland Court Systemhttps://mdcourts.gov/video/selfhelp/overview-maryland-courts
Class discussion or quiz on the relationship of state courts to federal courts.
Case Law and Criminal Justice: Landmark
Define case law. Analyze landmark
Kitchens (2017), Unit 4: Criminal Law and Procedure; Unit 5: Individual Rights and Liberties
Assign students to groups around broad topics of
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Cases that Affect Practice
Supreme Court cases for impact on criminal justice practice.
Full text of recent decisions https://www.law.cornell.edu/supremecourt/text/home
Streetlaw Resources (Stanford U)https://law.stanford.edu/street-law/about-street-law/
4th AMENDMENT SEARCHESMapp v. Ohio (Searches – Exclusionary Rule)https://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-landmarks/mapp-v-ohio-podcast
Terry v. Ohio (Searches – Stop and Frisk)http://www.law.cornell.edu/supremecourt/text/392/1
New Jersey v. TLO (Searches in School)http://landmarkcases.org/en/landmark/cases/new_jersey_v_tlo#Tab=Overview
Carroll v. U.S. (Searches of Vehicles) http://www.accesskansas.org/kbi/PDF/court/RCD19250302.pdf
https://constitutioncenter.org/blog/cars-other-vehicles-and-the-constitution
Arizona v. Gant (Searches of Vehicles)http://www.llrmi.com/articles/legal_update/az_v_gant_guidelines.shtmlChimel v. California (Limits of Searches)http://www.oyez.org/cases/1960-1969/1968/1968_770/
Supreme Court cases (Searches, Rights of the Accused, Law Enforcement Use of Force, and others). Assign each student an individual case to research and produce a short brief of the decision. Students then work in groups to produce an integrated presentation on the issues and Supreme Court guidance in each broad topic area.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Arizona v. Ganthttp://www.oyez.org/cases/2000-2009/2008/2008_07_542
RIGHTS OF THE ACCUSEDMiranda v. Arizona (Rights of the Accused)http://landmarkcases.org/en/landmark/cases/miranda_v_arizona
https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-court-cases-elessons/miranda-v-arizona/
Dickerson v. U.S. (Rights of the Accused)https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-court-cases-elessons/dickerson-v-united-states-2000/
In re Gault (Rights of Accused Juveniles)http://www.law.cornell.edu/supremecourt/text/387/1
https://www.oyez.org/cases/1966/116
Gideon v. Wainwright (Right to Counsel)http://landmarkcases.org/en/landmark/cases/gideon_v_wainwright
Gregg v. Georgia (Death Penalty)https://billofrightsinstitute.org/educate/educator-
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
resources/lessons-plans/landmark-supreme-court-cases-elessons/gregg-v-georgia-1962/
LAW ENFORCEMENT USE OF FORCETennessee v. Garnerhttp://www.oyez.org/cases/1980-1989/1984/1984_83_1035
https://www.txcte.org/resource/lesson-plan-impact-supreme-court-cases-law-enforcement
Assessment ConsiderationsA variety of student assessment techniques or tools are suggested in the assignments and activities column for this unit. These include a discussion (or quiz) on the differences between common and civil law, the student paper on an executive branch agency, a discussion (or quiz) on identifying basic rights of citizens, a discussion (or quiz) on the origin of the U.S. legal system, the diagram of the federal court relationships, a discussion (or quiz) on the relationship of federal and state courts, and a group project with individual elements on landmark Supreme Court cases. Included in the activities for this unit should be the continued introduction of the Mock Trial Activity and rubric, which serve as the major assessment for the course.
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Unit 3: Operation of the Criminal Justice System
Terminal Learning Objectives Trace the processes of the court system to include trials, hearings, mediation, indictment, and witness examination. Compare the various classifications of offenses such as crimes against persons, property, and public order and morality.
Lesson GuideLessons and Topics Learning Objectives Readings and Resources Assignments and
ActivitiesTrials, Hearings, Mediation, and Indictment
Describe the basic legal procedure for federal and state courts.
Outline the stages of a criminal case.
Kitchens (2017), Topic 9: The Court System; Topic 10: Preparing for a Mock Trial
Texas Lesson Plans – Court Systems and Practiceshttps://www.txcte.org/course-binder/court-systems-and-practices
Chapter 6: Trialshttps://www.uen.org/lawenfstudent/downloads/LE_CH6.pdf
Understanding Legal Procedurehttp://www.fangerlaw.com/understanding-legal-procedure.php
https://www.courts.state.md.us/sites/default/files/import/district/education/aboutdc_teacher.ppt
Stages of a Criminal Casehttps://www.justia.com/criminal/docs/stages-of-a-criminal-case.html
Class discussion or quiz on outlining the stages of a criminal court case.
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Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
Witness Examinations Describe the process used to examine and cross-examine a witness.
Examination of Witnesseshttp://defensewiki.ibj.org/index.php/Examination_of_Witnesses
https://www.txcte.org/sites/default/files/resources/documents/Lesson%20Plan%20Courtroom%20Roles%20and%20Responsibilities.docx
Guide to Direct and Cross-Examination of Witnesseshttps://www.americanbar.org/groups/gpsolo/publications/gp_solo/2014/september-october/a_guide_direct_examination_and_crossexamination/
Witnesses: Competency, Examination, and Impeachmenthttp://www.interactivecasebook.com/images/BeckmanEvidenceChapter12.pdf
Student role play of witness examination and cross-examination with judge.
Courtroom Procedures Explain the concept of probable cause.
Summarize the concepts of search and seizure.
Identify and describe three courtroom protocols.
Foundation Evidence, Questions and Courtroom Protocolshttp://www.nysba.org/workarea/DownloadAsset.aspx?id=53234
https://www.txcte.org/course-binder/court-systems-and-practices
Student short paper (2 pages) on a courtroom procedure or protocol.
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Administration of Justice I
Classification of Offenses Contrast the different classifications of crimes.
Identify the difference between a misdemeanor and a felony.
Explain why a civil court case is different from the criminal court system.
Differentiate between a property crime and a personal crime.
Classifications of Crimeshttp://criminal.findlaw.com/criminal-law-basics/classifications-of-crimes.html
Classification of Crimeshttps://open.lib.umn.edu/criminallaw/chapter/1-4-classification-of-crimes/
Classification of Crimes in Criminal Caseshttp://www.citizensinformation.ie/en/justice/criminal_law/criminal_offences/classification_of_crimes_in_criminal_cases.html
What Are the Different Types of Crimes?http://www.legalmatch.com/law-library/article/what-are-the-different-types-of-crimes.html
Crimeshttp://legal-dictionary.thefreedictionary.com/Offenses+Affecting+Public+Order,+Health,+and+Morals
Resources:Maryland Criminal Law Referencehttps://mdle.net/digest/DCL2018.pdf
Maryland Criminal Charging Languagehttp://courts.state.md.us/district/charginglanguage.pdf
Maryland Traffic Chargeshttp://www.courts.state.md.us/district/forms/criminal/dccr090.pdf
Matching exercise or quiz on classification of crimes.
Mock Trial Activity (Kitchens, Unit 1, Topic 10).
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Assessment ConsiderationsA variety of student assessment techniques or tools are suggested in the assignments and activities column for this unit. These include a discussion (or quiz) on the stages of a criminal court case, student role play on the witness examination and cross-examination, the student paper on a courtroom procedure or protocol, and the matching exercise (or quiz) on classification of crimes. Included in the activities for this unit should be the confirmation of instructions and assignments for the Mock Trial Activity and rubric, which serve as the major assessment for the course.
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Administration of Justice I
Unit 4: Impact of Political, Social, Economic, and Cultural Environments
Terminal Learning Objectives Analyze the various political, social, economic, and cultural forces that affect the administration of justice. Assess the legal, structural, and procedural changes to the criminal justice system in response to the 9/11 attacks and the continuing
global war on terrorism.
Lesson GuideLessons and Topics
Learning Objectives Readings and Resources Assignments and Activities
Influences on the Criminal Justice System
Identify the major forces that influence the criminal justice system.
Describe how politics affects the criminal justice system.
Review the challenges for the criminal justice system in the next century.
Final Report of the President’s Task Force on 21st Century Policinghttps://cops.usdoj.gov/pdf/taskforce/taskforce_finalreport.pdf
PEST Analysis: Definition, Examples, and Templateshttp://www.businessnewsdaily.com/5512-pest-analysis-definition-examples-templates.html
Problem-Oriented Policinghttps://cebcp.org/evidence-based-policing/what-works-in-policing/research-evidence-review/problem-oriented-policing/
Police/Community Relationshttps://www.justice.gov/crs/file/836486/download
https://www.rand.org/topics/police-community-relations.html
https://www.theiacp.org/projects/institute-for-community-police-relations
Brief (10-minute) student classroom presentation with research documentation on an event or effort that affected the U.S. criminal justice system [Examples: Prohibition, Civil Rights Movement, Community Policing, Broken Window Theory, Technological Advances (Radio-Patrol Car, Cyber Crime), Social Media, 24-hour News Cycles, President's Commission on Law Enforcement and Administration of Justice (1965), Occupy Movement, Terrorism in America, Task Force on 21st Century Policing (2015)].
Course Guide Page 27July 2019
Administration of Justice I
Lessons and Topics
Learning Objectives Readings and Resources Assignments and Activities
Social Justice Organizations http://www.startguide.org/orgs/orgs06.htmlRace, Ethnicity, and the Criminal Justice Systemhttps://www.nap.edu/read/9747/chapter/8
https://www.ppic.org/blog/toward-understanding-racial-disparities-in-arrests/
The Politics of Criminal Justicehttps://www.cliffsnotes.com/study-guides/criminal-justice/the-criminal-justice-system/the-politics-of-criminal-justice
Preparing for the Future: Criminal Justice in 2040http://www.nij.gov/journals/255/Pages/2040.aspx
Future Trends in Policinghttps://www.policeforum.org/assets/docs/Free_Online_Documents/Leadership/future%20trends%20in%20policing%202014.pdf
Helping Police Find Better Strategies to Fight Crimehttps://www.rand.org/blog/articles/2018/12/helping-police-find-better-strategies-to-fight-crime.html
U.S. Criminal Justice and the Global War on Terrorism
Define terrorism as it relates to law enforcement.
Describe the changes in law enforcement as a result of the national anti-terrorism efforts.
Explain how law
FBI – Terrorismhttps://www.fbi.gov/investigate/terrorism
FBI – Weapons of Mass Destructionhttps://www.fbi.gov/investigate/wmd
Video: National Counterterrorism Center (NCTC) Overviewhttps://youtu.be/WsiRCTdkT0k
Small group discussions on the effect of terrorism on law enforcement in the U.S. (with report out to entire class).
Course Guide Page 28July 2019
Administration of Justice I
Lessons and Topics
Learning Objectives Readings and Resources Assignments and Activities
enforcement is structured in Maryland to prevent and deter terrorist activity.
NCTC Counterterrorism Guidehttps://www.dni.gov/nctc/index.html Building Interdisciplinary Partnerships to Prevent Violent Extremismhttps://ric-zai-inc.com/Publications/cops-w0829-pub.pdf
Think Locally, Act Nationallyhttp://www.rand.org/pubs/periodicals/rand-review/issues/spring2006/police.html
Hard Won Lessons: Policing Terrorism in the United Stateshttps://www.manhattan-institute.org/html/hard-won-lessons-policing-terrorism-united-states-5948.html
FBI – Joint Terrorism Task Forceshttps://www.fbi.gov/investigate/terrorism/joint-terrorism-task-forces
Maryland Coordination and Analysis Centerhttp://www.mcac.maryland.gov/about_mcac/our_mission/
The exchange: When should increased security measures outweigh your privacy rights in school?https://constitutioncenter.org/media/files/Exchange_Security_Final.pdf
Handling Ethical Problems in Counterterrorismhttps://www.rand.org/randeurope/research/projects/handling-ethical-problems-in-counterterrorism.html
Course Guide Page 29July 2019
Administration of Justice I
Lessons and Topics
Learning Objectives Readings and Resources Assignments and Activities
Homeland Security Presidential Directives and Presidential Policy Directives for Homeland Security
Explain the purpose of a Homeland Security Presidential Directive or Presidential Policy Directive.
Describe a recently changed or new HSPD/PPD.
U.S. Department of Homeland Security: Missionhttps://www.dhs.gov/mission
National Preparedness Reporthttps://www.fema.gov/national-preparedness-report
National Preparedness Goalhttps://www.fema.gov/media-library-data/1443799615171-2aae90be55041740f97e8532fc680d40/National_Preparedness_Goal_2nd_Edition.pdf
Overview – Presidential Directiveshttps://www.phe.gov/s3/law/Pages/Directives.aspx
List of Homeland Security Presidential Directiveshttps://www.hsdl.org/?collection&id=2481&pid=bo
List of Authorities and Referenceshttp://www.fema.gov/pdf/emergency/nrf/nrf-authorities.pdf
Assign students an HSPD/PPD to briefly research and summarize in a paragraph. Share in small groups.
Course Guide Page 30July 2019
Administration of Justice I
Assessment ConsiderationsA variety of student assessment techniques or tools are suggested in the assignments and activities column for this unit. These include student presentations on an event or effort that affected the criminal justice system, small group discussion on the impact of terrorism on policing, and research and summary of an HSPD/PPD. The presentation should be supported by notes that include the research support for the presentation. This activity provides continued preparation for the Mock Trial Activity.
Course Guide Page 31July 2019
Administration of Justice I
Unit 5: Issues in Policing
Terminal Learning Objectives
Differentiate between the juvenile justice system and the adult justice system. Appraise the role of ethical decision making and codes of ethics. Analyze the code of ethics involved in the administration of justice. Assess the impact of current and emerging issues on criminal justice practice.
Lesson GuideLessons and Topics Learning Objectives Readings and Resources Assignments and
ActivitiesJuvenile Justice Review the history of
juvenile justice in the U.S. Describe how the juvenile
justice system is different from the adult courtroom.
The History of Juvenile Justicehttp://www.americanbar.org/content/dam/aba/migrated/publiced/features/DYJpart1.authcheckdam.pdf
Maryland Department of Juvenile Services Overview https://djs.state.md.us/Documents/DJS-Overview-Brochure-final-20171020.pdf
Maryland Department of Juvenile Services Historyhttps://djs.state.md.us/Pages/about-us/History.aspx
Maryland Juvenile Services Flowcharthttps://djs.state.md.us/Documents/DRG/DJS-Process-Flowchart_2018.pdf
School-to-Prison Pipelinehttps://www.americanbar.org/groups/gpsolo/publications/gpsolo_ereport/2014/june_2014/
Class discussion or quiz on the differences between juvenile court and adult court procedures.
Course Guide Page 32July 2019
Administration of Justice I
Lessons and Topics Learning Objectives Readings and Resources Assignments and Activities
the_emergence_of_the_school-to-prison_pipeline/Ethics and the Justice System
Explain the concept of ethics, and discuss how it relates to the administration of justice.
Describe how the concept of ethics is important in criminal justice.
Distinguish the importance of a Code of Ethics for individuals who work in the legal and criminal justice disciplines.
The Importance of Ethics in Criminal Justice https://he.kendallhunt.com/sites/default/files/heupload/Belshaw_Johnstone_1e_Chapter2.pdf
Everyday Ethics for the Criminal Justice Professionalhttp://www.cap-press.com/files/PPTwebsamples-DO%20NOT%20REMOVE/Cheeseman/cheeseman%20ppt%20sample%20slides.ppt
The Interaction Between Ethics and the Criminal Justice Systemhttp://www.sagepub.com/upm-data/46945_CH_1.pdf IACP Law Enforcement Code of Ethicshttps://www.theiacp.org/resources/law-enforcement-code-of-ethics
Law Enforcement Ethics Video for Classroom Discussionhttp://leotrainer.com/ethics.html
Use examples from ethical situation videos to stimulate classroom discussion on ethics.
Course Guide Page 33July 2019
Administration of Justice I
Current Issues in Criminal Justice
Analyze current trends in criminal justice research and practice.
Various Topics Below (change over time)
National Institute of Justice (NIJ) Journal (Source of latest CJ Research)http://www.nij.gov/journals/Pages/archive.aspx
Predictive Policinghttp://www.nij.gov/journals/266/Pages/predictive.aspx
Intelligence-Led Policinghttps://www.bja.gov/Publications/ReducingCrimeThroughILP.pdf
Evidence-Based Policinghttp://www.nij.gov/journals/269/pages/evidence.aspx
https://www.youtube.com/playlist?list=PLA5F09BA4A10764D6
Police Use of Forcehttp://www.nij.gov/topics/law-enforcement/officer-safety/use-of-force/Pages/welcome.aspx
Electronic Crimeshttp://www.nij.gov/topics/crime/internet-electronic/Pages/welcome.aspx
A Brief History of Cyber Crimehttps://www.floridatechonline.com/blog/information-technology/a-brief-history-of-cyber-crime/
Use NIJ resources, and have students choose a topic of interest (beyond the limited list provided here). Students produce a paper (2-4 pages) about the issue, the findings of research, and how criminal justice practice needs to change to deal with the issue.
Course Guide Page 34July 2019
Administration of Justice I
Identity Thefthttps://www.ncjrs.gov/pdffiles1/nij/218778.pdf
https://www.ncjrs.gov/spotlight/identity_theft/summary.html
Internet Crimes Against Childrenhttps://www.icactaskforce.org/Pages/Home.aspx
Human Traffickinghttp://www.nij.gov/journals/271/pages/anti-human-trafficking.aspx
http://www.mdhumantrafficking.org/
Teen Dating Violencehttps://www.ncjrs.gov/teendatingviolence/
Gangs and Gang Crimehttps://www.nij.gov/topics/crime/gangs/pages/welcome.aspx
Gang Preventionhttp://www.nij.gov/journals/273/pages/preventing-gang-membership.aspx
Course Guide Page 35July 2019
Administration of Justice I
Assessment ConsiderationsA variety of student assessment techniques or tools are suggested in the assignments and activities column for this unit. These include class discussion (or quiz) on juvenile court and adult court procedures, classroom discussion on role of ethics in the criminal justice system, and a short research paper assessing a current or emerging issue in criminal justice. Included in the activities for this unit should be the major course assessment, which is the Mock Trial Activity. Guidance for the mock trial are included in the textbook or may be adopted from:
Teachers Resources: Mock Trials https://19thcircuitcourt.state.il.us/1609/Teachers-Resources-Mock-Trials Mock Trial Resources for Teachers http://www.isba.org/teachers/mocktrial Mock Trial Preparation http://media.janm.org/projects/ec/pdf/EC-TX-Hansen-Lessons3-4.pdf Guidelines for Conducting a Mock Trial https://government.mrdonn.org/guidelines-mocktrial.html Planning for a Mock Trial https://www.seattleymca.org/mock-trial Case Materials for Mock Trials http://www.collegemocktrial.org/resources/case-materials/case-materials-access/
Course Guide Page 36July 2019
Administration of Justice I
Student assessment rubrics are extremely fundamental to the success of a mock trial, not only to evaluate student performance but also to provide the student with a guide to preparation and performance. A rubric for use or modification is suggested below:
Mock Trial Rubric
Beginning Developing Accomplished Score
Attorneys
Little or no use of notes Demonstrates little or no
knowledge of courtroom procedure
Opening and closing arguments are not logical and/or sound
No evidence of practice
Some use of notes Demonstrates some knowledge of
courtroom procedure Opening and/or closing arguments
have some flaws in logic Some evidence of practice
Uses notes throughout proceedings
Follows courtroom procedure Logically sound opening and
closing arguments Clear evidence of practice
Witnesses Bailiff
JudgeJury
Plaintiff
Demonstrates little or no knowledge of courtroom procedure
No evidence of practice Demonstrates little or no
knowledge of character
Demonstrates some knowledge of courtroom procedure
Some evidence of practice Demonstrates some knowledge of
character
Follows courtroom procedure Clear evidence of practice Demonstrates knowledge of
character
75 points possible 0-55 points 56-68 points 69-75 points
Course Guide Page 37July 2019