Lesson Plans
Informal Informational Testing
The following three tests are designed to measure your experience, knowledge and attitude relating to the courts. Individual names are not required, but an identification code which you may put in the upper right hand corner will be used again at the end of this unit.
Age:
Sex:
Grade:
Respond “YES” or “NO” to the following questions:
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1) Have you ever been stopped by the police?
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2) Have you ever appeared in court as a defendant?
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3) Do you know anyone who has served on a jury in either a state or federal court?
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4) Have you, or anyone you know ever been a plaintiff in a court case?
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5) Is any member of your family an attorney? A Judge? A probation officer? Is any member of your family on the staff of a state or federal court?
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6) Do you regularly watch any court programs on television? If so, which one(s)?
Who does what in court?
Match people in Group I with duties in Group II.
Group I:
Judge
Clerk
Probation Officer
Defendant
State’s Attorney
Defense Counsel
Witness
Sheriff
Bail bondsman
Court Reporter
Group II:
Puts up money to assure defendant will come to court for trial.Takes an oath to tell the truth.Decides which laws apply to case.Reads complaints and administers oaths.Presents evidence on defendant’s behalf.Writes the transcript of the trial.May or may not testify on own behalf.Provides information to judge on a defendant.Maintains order and decorum in courtroom.Tries to prove beyond a reasonable doubt that defendant has committed the crime as charged
Using the Agree/Disagree scale below, please assign the number which best describes your feelings about the following statements.
1 = Strongly Agree
2 = Moderately Agree
3 = Slightly Agree
4 = Slightly Disagree
5 = Moderately Disagree
6 = Strongly Disagree
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1. Is it a person’s obligation as a citizen to be a witness in court when asked?
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2. Society should pay attorney fees for persons who can’t afford a lawyer.
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3. It is all right to commit a crime against a person who deserves it.
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4. Persons are treated equally in court regardless of their position in the community.
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5. If you can get away with it, it is all right to commit a crime.
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6. It is all right to lie in court to protect a friend.
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7. It isn’t bad to break a law as long as no one is hurt.
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8. The purpose of a sentence is to deter further criminal behavior.
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9. A juvenile should not be treated as an adult in court even when accused of the same crime.
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10. Murder is justified under certain circumstances.
The following true false test is designed to measure your knowledge of the law and court procedures. Answer the following questions “TRUE” or “FALSE”.
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1. Anyone under 16 years old who runs away from home can be brought before a judge for such action.
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2. The purpose of a jury is to decide if the rules of law have been followed during a trial.
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3. When an accused person is found guilty by a jury, a judge can impose any sentence he or she believes to be fair on the accused.
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4. Court clerks are appointed by the governor.
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5. Probation reports concerning an accused person are admissible as evidence in court.
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6. A defendant in a criminal case must prove his or her innocence beyond a reasonable doubt in order to be found “not guilty.”
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7. Arson is a crime against property.
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8. Police officers decide whether or not to charge persons with crimes.
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9. A delinquent act is any act committed by someone under 16 years of age which would be a crime if it were committed by someone over the age of 16.
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10. A prosecutor may increase a charge to a higher offense than that with which an accused person is originally charged by police.
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11. Juveniles are treated as adults in the criminal justice system at age 18.
Spelling & Language
Adversary system
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Misdemeanor
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appeal
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negligence
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arraignment
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attachment
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parole
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bail
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personal recognizance
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plaintiff
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beyond a reasonable doubt
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plea
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court monitor
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prosecution
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cross-examination
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public defender
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defendant
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rehabilitation
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subpoena
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felony
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juvenile
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witness
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jury
Build your glossary and comprehension by writing the definitions of the word in a notebook and adding others to the list as you hear them used in court or by an attorney.
Use each word in a sentence, check for the correct spelling, and students understanding of the terms as they would apply to offenders.
Social Studies
You may need a copy of the United States Constitution and the Connecticut Constitution to complete this assignment. Copies of these documents can be found in school and local libraries. Or you certainly may test yourself on answering the following questions, and then complete the reading.
Divide the class into five different groups. Assign each group a different question, have them do the research and then report it to the class, sharing the information and opening a discussion on their findings and feelings.
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1. What rights are guaranteed by the U.S. Constitution and the Connecticut Constitution to a person accused of a Crime? There are many, so please identify at least five, or what you feel to be the most significant.
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2. How does a judge decide whether a person is entitled to the assistance of a public defender?
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3. What is the purpose of bail?
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4. Who has the burden of proof in a criminal case?
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5. When a person stands accused of a crime, what must be assumed about him/her throughout the preliminary hearings and trial?
Plan A Field Trip to Court
Before, going to court invite a speaker from the judicial system to speak to the class. Also before visiting court, ask the students to name as many court related jobs as they can. Ask students which court-related jobs they would choose if they could hold those jobs for a day.
Divide the students into groups by the jobs they chose, trying to have all identified jobs covered. In these groups, have students develop interview questions relating to the chosen jobs (What training would be necessary for the job? Is the job appointed or elected? What are the most interesting aspects of the job? What are the reasons for their choice, and are there opportunities for advancement?)
Several days before going to court, the teacher should try to arrange interviews with court staff if at all possible.
With the questions they have listed, have each group of students interview the staff who positions they have chosen to explore. After the visit, have each group report to the class the information acquired during interviews.
If it isn’t possible to conduct the interviews during the court visit, have the students do their own research perhaps through a personnel clerk.
Have the students write about their experiences, during the visit. What they observed, if their opinions have changed, on our justice system, on the positions they would have chosen to hold for a day, on the individuals in the court seeking justice, and those charged with crimes.
Plan A Mock Trial
Use the students to plan and conduct a mock trial. You will need to set up court, select a judge, jury if necessary, defendant, witnesses, plaintiff, prosecutor and defense attorney. Additional personnel such as a court reporter, sheriff, and court clerk could be needed, considering the nature of the case, facts, and circumstances. They will need to create a situation, and then match it with the necessary resources. Have those interested in participating, plan, conduct the trial, and then close the proceedings with a verdict, sentencing and final outcome. Use the remaining students as a panel for discussion, as to how the perceived the system operates, their feeling toward the selected officials, their opinion of the verdict and its outcome, the effect on the defendant, and if they would have done anything differently or had any disagreements.
Detective Whitney Epps
Investigator in Juvenile Services
1 Union Ave.
New Haven, CT 06519
Tel. No. 946-6993