Practical Law Curriculum 2020.pdf

Page 1 of 10

Rumson-Fair Haven Regional High School

Course: Practical Law

Staff Writers: Mike Emmich

Supervisor: Sarah Fitzgerald

Approved: 9/1/2020

Section I: Course Description

Practical Law is a survey of various types of law that shape the lives and experiences of American citizens. It covers the core

principles of criminal law, civil law, family law, and employment law, while also exploring conflicts, debates, and reform

movements within each of these domains.

Section II: NJSLS: New Jersey Student Learning Standards/Learning Objectives

1. 2020 Social Studies Standards:

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-SS.pdf

o “...Today’s challenges are complex, have global implications, and are connected to people, places, and

events of the past. The study of social studies focuses on deep understanding of concepts that enable

students to think critically and systematically about local, regional, national, and global issues. Authentic

learning experiences that enable students to apply content knowledge, develop social studies skills, and

collaborate with students from around the world prepare New Jersey students for college, careers, and civic

life. The natural integration of technology in social studies education allows students to overcome

geographic borders, apply scientific and mathematical analysis to historical questions and contemporary

issues, appreciate cultural diversity, and experience events through the examination of primary sources.

The 2020 New Jersey Student Learning Standards – Social Studies (NJSLS-2020) are informed by national

and state standards and other documents such as the College, Career, and Civic Life (C3) Framework for

Social Studies State Standards, as well as those published by the National Center for History Education,

National Council for Social Studies, National Council for Geographic Education, Center for Civic

Education, National Council on Economic Education, National Assessment of Educational Progress, and

the Partnership for 21st Century Skills. Social studies instruction occurs throughout the K-12 spectrum,

building in sophistication of learning about history, economics, geography, and civics at all ages.”

2. 2016 English Language Arts Companions for Grades 11-12 (History, Social Studies, Science and Technical

Subjects):

https://www.nj.gov/education/cccs/2016/ela/CompanionG1112.pdf

o The ELA Standards were revised in 2016, with the recommendations of teams of teachers, parents,

administrators, supervisors and other stakeholders and reflect the strong beliefs that, “...Literacy must be

recognized and guided in content areas so that students recognize the academic vocabulary, media

representations, and power of language inherent in the work of scholars and experts...”

3. Career Ready Practices:

https://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf

○ “Career Ready Practices describe the career-ready skills that all educators in all content areas should seek

to develop in their students. They are practices that have been linked to increase college, career, and life

success. Career Ready Practices should be taught and reinforced in all career exploration and preparation

programs with increasingly higher levels of complexity and expectation as a student advances through a

program of study.”

4. Standard 8.1 (Computer Science) and 8.2 (Design Thinking) of the 2020 NJSLS:

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CSDT.pdf

○ “The ‘Intent and Spirit of the Computer Science and Design Thinking Standards’ is to focus on deep

understanding of concepts that enable students to think critically and systematically about leveraging

technology to solve local and global issues. Authentic learning experiences that enable students to apply

content knowledge, integrate concepts across disciplines, develop computational thinking skills, acquire

and incorporate varied perspectives, and communicate with diverse audiences about the use and effects of

computing prepares New Jersey students for college and careers.”

5. Standard 9.4 (Life Literacies and Key Skills) of the 2020 NJSLS:

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf

Page 2 of 10

○ “This standard outlines key literacies and technical skills such as critical thinking, global and cultural

awareness, and technology literacy that are critical for students to develop to live and work in an

interconnected global economy.”

○ *Climate Change: The state of New Jersey has mandated instruction in, “Climate Change across all

content areas, leveraging the passion students have shown for this critical issue and providing them

opportunities to develop a deep understanding of the science behind the changes and to explore the

solutions our world desperately needs.”

6. *Amistad Law: N.J.S.A. 18A 52:16A-88:

https://law.justia.com/codes/new-jersey/2018/title-52/chapter-16a/section-52-16a-88/

○ The inclusion of lessons and resources/texts dealing with the African slave trade, slavery in America, the

vestiges of slavery in this country and the contributions of African-Americans to our society will be

implemented in English and Social Studies courses in accordance with state law: “Every board of

education shall incorporate the information regarding the contributions of African-Americans to our

country in an appropriate place in the curriculum of elementary and secondary school students.”

7. *Holocaust Law: N.J.S.A. 18A 35-28:

https://law.justia.com/codes/new-jersey/2018/title-18a/chapter-35/section-18a-35-28/

○ The inclusion of lessons and resources/texts that enable pupils to identify and analyze applicable theories

concerning human nature and behavior; to understand that genocide is a consequence of prejudice and

discrimination; and to understand that issues of moral dilemma and conscience have a profound impact on

life will be implemented in English and Social Studies courses in accordance with state law: “Every board

of education shall include instruction on the Holocaust and genocides in an appropriate place in the

curriculum of all elementary and secondary school pupils. The instruction shall further emphasize the

personal responsibility that each citizen bears to fight racism and hatred whenever and wherever it

happens.”

8. *LGBT and Disabilities Law: N.J.S.A. 18A:35-4.35:

https://www.njleg.state.nj.us/2018/Bills/PL19/6_.HTM

○ A transformative approach to the inclusion of lessons and resources/texts on the contributions and issues

concerning the LGBTQ+ population and people with disabilities will be implemented across all core

subjects in accordance with state law: “A board of education shall include instruction on the political,

economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender

people, in an appropriate place in the curriculum of middle school and high school students as part of the

district’s implementation of the New Jersey Student Learning Standards (N.J.S.A.18A:35-4.36). A board

of education shall have policies and procedures in place pertaining to the selection of instructional materials

to implement the requirements of N.J.S.A. 18A:35-4.35.”

9. Acquisition/development/refinement of the higher-order critical thinking skills aligned with the Revised

Bloom’s Taxonomy of Cognitive Objectives

Section III: Curriculum Modifications

The Practical Law Curriculum is subject to case-by-case modifications to support/advance the needs of all students,

including special education students, English language learners, gifted students and those at risk of school failure. These

modifications are based on Individualized Learning Programs (IEPs), recommendations made by the district’s English

Language Learners (ELL) coordinator, feedback from members of the Intervention & Referral Services Team (I&RS) for at- risk students, and 504 Plans.

Section IV: Preparation for Standardized Testing

Instruction in Practical Law is aligned with the requirements of state and national standardized assessments, including the

NJSLA, the ACT, the PSAT and the SAT. The End of Marking Period Assessments for Practical Law also demonstrate

alignment with the aforesaid standardized assessments.

Section V: Curriculum Pacing Guide

Curriculum Pacing Guide

Page 3 of 10

Course Title: Practical Law Grade Level: 9-12

Unit I: Criminal Law 6 weeks

Unit II: Civil Law 6 weeks

Unit III: Employment Law and Family Law 6 weeks

Unit V: Practical Law in Film 2 weeks

Section VI: Primary Texts and Semester Instructional Resources

The following texts and instructional resources are employed in Practical Law:

● Common Sense Education (www.commonsense.org)

● Street Law textbook

● My Cousin Vinny

● A Civil Action

● A Few Good Men

● Erin Brockovich

● Philadelphia

● Kramer vs. Kramer

● North Country

● The Rainmaker

Section VII: Grading Formula and Assessment Modes

Marking period grades in Practical Law are determined via a percentage weighting model that is comprised of the following

grading categories:

Marking Periods 1, 2 and 4

Page 4 of 10

The state standards outlined below, and established by New Jersey Department of Education, will guide instruction

throughout this unit in Practical Law:

● 2020 New Jersey Student Learning Standards: Social Studies:

○ 6.1: Era 14.Contemporary United States: Domestic Policies (1970-Today), Era 16.Contemporary United

States: Interconnected Global Society (1970-Today)

■ 6.1.12.CivicsPI.14.c, 6.1.12.HistoryCC.16.b

○ 6.3: Active Citizenship in the 21st Century

■ 6.3.12.CivicsPD.1

● 2016 New Jersey Student Learning Standards: English Language Arts Companions for Grades 11-12:

○ Reading: NJSLSA.R1-NJSLSA.R10

■ RH.11-12.1-10

○ Writing: NJSLSA.W1-2, NJSLSA.W4-10

■ WHST.11-12.1.A-E, WHST.11-12.2.A-E, WHST.11-12.4-10

● 2020 New Jersey Student Learning Standards: Computer Science and Design Thinking

○ 8.1.12.IC.3, 8.2.2.ITH.1-3, 8.2.12.EC.3, 8.2.12.ETW.1, 8.2.12.EC.1-4

● 2020 New Jersey Student Learning Standards: Career Readiness, Life Literacies, and Key Skills

○ 9.4.2.CI.1-2, 9.4.12.CT.2, 9.4.12.IML.8-9

○ CRP 4, 7, 11

Unit Essential Questions Unit Enduring Understandings

● Why is it important to think for oneself

and experiment with new ideas?

● What is Criminal Law?

● How are criminal offenses classified?

● Who are the parties in a criminal case?

● Who are the attorneys in a criminal

case?

● What does the term “beyond a

reasonable doubt” mean in a criminal

case?

● What does a plea bargain mean in a

criminal case?

● What is an arrest?

● What is probable cause?

● What is reasonable suspicion?

● *Has the existing American justice

system ever inadvertently perpetuated

injustices on citizens/residents of the

United States in pursuit of justice?

● *To what extent has the American

justice system served as a vehicle for

greater justice, personal liberty, and

prosperity for the citizens/residents of

the United States?

● Students will understand the value of experimentation and innovation.

● Criminal Law is the branch of law dealing with crimes and their punishment.

A crime is a wrong that one does or fails to do that is in violation of a law.

Criminal Law regulates public conduct and set out duties owed to society. A

crime is a wrong against society. A criminal case can only be brought by the

government against a person (a defendant) charged with committing a crime.

Criminal law involves crimes against the person and crimes against

property.

● Criminal offenses are divided into two classifications: misdemeanors and

felonies. Misdemeanors are minor crimes that can be punished by one year

or less in prison; felonies are major crimes that can be punished by more

than one year in prison.

● The main party in a criminal case is the principal (the person accused of

committing the crime). A secondary party is the accomplice: a person who

helps the principal commit the crime. The accomplice can be charged with

and convicted of the same crime as the principal. An accessory before the

fact is someone who orders a crime or helps the principal commit the crime

but is not present during the crime. An accessory after the fact is a person

who, knowing that a crime has been committed, assists the principal and/or

the accomplice.

● In a criminal case, the attorney for the government is the prosecuting

attorney. The attorney for the alleged wrongdoer (the defendant) is the

defense attorney?.

● “Beyond a reasonable doubt” is the level of proof needed to convict a person

of a crime. It does not mean “convinced 100%.” It means that there are no

reasonable doubts as to guilt in the criminal case.

● A plea bargain is a negotiated agreement between the prosecutor, the

defendant, and his/her lawyer before the criminal case goes to trial or before

final judgment.

● An arrest occurs when a person suspected of a crime is taken into custody.

An arrest is considered a seizure under the 4th Amendment of The

Constitution of the United States. A person can be taken into custody in one

of two ways: with an arrest warrant issued by a judge or without a warrant if

there is probable cause.

● Probable cause is a reasonable belief, known personally or through a reliable

source, that a specific person has committed a crime.

Page 5 of 10

● Reasonable suspicion is based on less evidence than probable cause. It is

evidence that justifies an officer in stopping and questioning an individual

believed to be involved in criminal activity.

● *While it is aimed towards “justice for all,” the law of unintended

consequences that leaves its imprint on the American (and all) justice system

has resulted in negative consequences for both individuals and entire

communities within America that have, in some cases, done as much harm

as good America’s democracy and our overall society.

● *Throughout the history of the United States, the courts that compromise the

American justice system have played an integral role in shaping our nation

into a more perfect democracy by issuing judgments that have helped to heal

wounds left upon citizens/residents by the willful action of unjust actors and

mere happenstance.

Evidence of Learning

Formative Assessment:

● Classwork

● Homework

● Performance activities

● Mock trial

Summative Assessment:

 Quizzes

 Tests

 Seminar

 Legal response paper

Resources Needed:

● Street Law

● Relevant mock trial

● My Cousin Vinny

Unit II: Civil Law

Unit Summary

Students will gain a basic understanding of the varieties of issues that fall under the domain of civil law. They will explore

the required elements of a tort and the means by which lawsuits are mounted in order for citizens to seek satisfaction for

private wrongs done to them. In addition, students will investigate the recent trend in tort reform and analyze its actual

impact on the American legal system.

Standards/Core Ideas/Performance Expectations

The state standards outlined below, and established by New Jersey Department of Education, will guide instruction

throughout this unit in Practical Law:

● 2020 New Jersey Student Learning Standards: Social Studies:

○ 6.1: Era 14.Contemporary United States: Domestic Policies (1970-Today), Era 16.Contemporary United

States: Interconnected Global Society (1970-Today)

■ 6.1.12.HistorySE.14.c, 6.1.12.CivicsPR.16.a

○ 6.3: Active Citizenship in the 21st Century

■ 6.3.12.CivicsPD.1

● 2016 New Jersey Student Learning Standards: English Language Arts Companions for Grades 11-12:

○ Reading: NJSLSA.R1-NJSLSA.R10

■ RH.11-12.1-10

○ Writing: NJSLSA.W1-2, NJSLSA.W4-10

■ WHST.11-12.1.A-E, WHST.11-12.2.A-E, WHST.11-12.4-10

● 2020 New Jersey Student Learning Standards: Computer Science and Design Thinking

○ 8.1.12.IC.3, 8.2.2.ITH.1-3, 8.2.12.EC.3, 8.2.12.ETW.1, 8.2.12.EC.1-4

● 2020 New Jersey Student Learning Standards: Career Readiness, Life Literacies, and Key Skills

○ 9.4.2.CI.1-2, 9.4.12.CT.2, 9.4.12.IML.8-9

○ CRP 4, 7, 11

Unit Essential Questions Unit Enduring Understandings

● Why is it important to think for oneself

and experiment with new ideas?

● What is Civil Law?

● What is tort law?

● Can an illegal activity be both a crime

and a tort?

● What is liability and how does it apply

● Students will understand the value of experimentation and innovation.

● Civil Law deals with wrongs against individuals. In a civil case, the injured

party (the plaintiff) brings legal action against the alleged wrongdoer (the

defendant) for the wrong (the tort), hoping to win a judgment. After winning

a civil case, the plaintiff is compensated by the defendant via a court-ordered

remedy (usually in the form of monetary damages).

● Tort law is the largest area of Civil Law. Tort law deals with two basic

Page 6 of 10

to Civil Law?

● What are the three major categories for

which tort liability exists?

● What does the term “preponderance of

evidence” mean in a civil case?

● What is a settlement in a civil case?

● What reforms to tort law have been

attempted in recent history and how

effective have they been?

questions: 1) who should be liable, or responsible, for harm caused by

human activity, and 2) how much remedy must the responsible party

provide.

● Yes: an illegal activity can be both crime and a tort.

● Liability is the legal responsibility to do or not do something. The defendant

in a civil case incurs liability for failing to use reasonable care, resulting in

harm to the plaintiff.

● These categories include intentional wrong, acts of negligence, and strict

liability.

● “Preponderance of evidence” is the standard of proof used in a civil case. It

is the burden of proof that a party must meet in a civil case to win the

lawsuit. It is a lower requirement for proof than the “beyond a reasonable

doubt” standards used in a criminal case.

● A settlement is a negotiated agreement between the two sides in a civil case

that is reached prior to trial or before final judgment.

● Over the last four decades, there has been a campaign to pursue tort reform

and thereby reduce liability for various entities. These have resulted in the

proliferation of caps on damages and forced binding arbitration clauses.

While well intended, there have been unintended consequences that have

effectively left citizens without recourse when wronged by private citizens

or corporations.

Evidence of Learning

Formative Assessment:

● Classwork

● Homework

● Performance activities

● Mock trial

Summative Assessment:

 Quizzes

 Tests

 Seminar

 Legal Response Paper

Resources Needed:

● Street Law

● Hot Coffee

● A Civil Action

● Relevant mock trial

Unit III: Employment Law and Family Law

Unit Summary

Students will learn of the rights that the federal government provides for employees in the workplace. The evolution of these

protections will be explored along with the responsibilities that all citizens must understand in order to behave responsibly in

the workplace. Students will also investigate persistent inequalities that have arisen in the American labor system and the

degree to which law helps to mitigate them. Finally, students will review the ways in which family law constitutes a unique

area of American jurisprudence governed by specific conventions and protocols.

Standards/Core Ideas/Performance Expectations

The state standards outlined below, and established by New Jersey Department of Education, will guide instruction

throughout this unit in Practical Law:

● 2020 New Jersey Student Learning Standards: Social Studies:

○ 6.1: Era 2.Revolution and the New Nation (1754-1820s), Era 6. The Emergence of Modern America:

Progressive Reforms (1890-1930), Era 13.Postwar United States: Civil Rights and Social Change (1945 to

early 1970s), Era 14.Contemporary United States: Domestic Policies (1970-Today)

■ 6.1.12.CivicsPR.2.a, 6.1.12.HistoryCC.6.d, 6.1.12.CivicsDP.13.a, 6.1.12.CivicsPI.14.c,

6.1.12.HistoryCC.14.e

○ 6.3: Active Citizenship in the 21st Century

■ 6.3.12.CivicsPD.1

● 2016 New Jersey Student Learning Standards: English Language Arts Companions for Grades 11-12:

○ Reading: NJSLSA.R1-NJSLSA.R10

■ RH.11-12.1-10

○ Writing: NJSLSA.W1-2, NJSLSA.W4-10

■ WHST.11-12.1.A-E, WHST.11-12.2.A-E, WHST.11-12.4-10

● 2020 New Jersey Student Learning Standards: Computer Science and Design Thinking

○ 8.1.12.IC.3, 8.2.2.ITH.1-3, 8.2.12.EC.3, 8.2.12.ETW.1, 8.2.12.EC.1-4

Page 7 of 10

● 2020 New Jersey Student Learning Standards: Career Readiness, Life Literacies, and Key Skills

○ 9.4.2.CI.1-2, 9.4.12.CT.2, 9.4.12.IML.8-9

○ CRP 4, 7, 11

Unit Essential Questions Unit Enduring Understandings

● Why is it important to think for oneself

and experiment with new ideas?

● What is at-will employment?

● *What protections do at-will employees

enjoy in America?

● *How has the federal government

expanded protections for individuals

with disabilities in the workplace?

● How does a term contract worker’s

situation differ from that of an at-will

employee?

● What are the ways in which term

contract workers can be terminated?

● What is sexual harassment?

● What kinds of sexual harassment exist?

● To what extent does the American labor

market entail inequalities?

● What kinds of topics fall under the

domain of family law?

● Why is family law a sensitive field and

one that is hard to govern via strict

boundaries?

● Students will understand the value of experimentation and innovation.

● At-will employees are those who accept work without agreeing to a defined

term of employment.

● *At-will employees can be fired for almost any reason and at any time.

However, Title VII of the Civil Rights Act has established a number of

protected classes, including age, race, ethnicity, gender or sex, country of

national origin, disability, or religion. These are characteristics for which it

would be illegal for an employer to use as a justification for either the denial

of employment or as a reason for termination. Most recently, these

protections have been extended to gender identity in a landmark Supreme

Court decision that defends the rights of transgender citizens.

● *The passage of the Americans with Disabilities Act has guaranteed that

otherwise qualified individuals with disabilities cannot be denied

employment or terminated by virtue of those disabilities. It moreover

demands that employers make reasonable accommodations to working

conditions in order to provide greater access for individuals with disabilities.

● Term contract employees have signed a contract defining the length of time

that they will remain employed and the compensation to which they agree

for that period of work. This means that, unlike at-will employees, they

cannot be fired unless specific conditions are met.

● Despite having general protection against termination, term contract

employees can be fired for just cause or by being bought out of their

contract. The former of these conditions entails unsatisfactory quality or

quantity of work or behavior that damages the employer’s reputation. The

latter of these conditions is a situation in which the employer agrees to pay

the balance of compensation agreed to in the contract in exchange for the

departure of the employee.

● Sexual harassment is defined as unwanted and inappropriate sexual remarks

or physical advances in the workplace or other professional situation.

● There is quid pro quo sexual harassment and hostile environment sexual

harassment. Quid pro quo means “this for that,” and it entails the request of

sexual favors in exchange for professional considerations such as raises or

promotions. Hostile environment sexual harassment is characterized by the

contamination of a work environment by inappropriate words or actions

such that employees feel uncomfortable remaining in that environment.

● Despite legal measures to enforce equal conditions for all workers, there

evidence of inequality still exists. Women remain victims of conditions that

result in diminished compensation compared to their equally qualified male

peers by virtue of societal conditions that govern their family roles. In

addition, state laws that demand former felons disclose their convictions

have resulted in an ability to find gainful employment.

● Issues such as marriage, divorce, child custody, legal responsibilities of

parents, child abuse and neglect all fall under the domain of family law.

● The tradition of allowing a family to enjoy privacy and to govern its own

affairs is long running in American society. However, there are occasions in

which choices made by families can have public consequences or outcomes

that could endanger members of that family.

Evidence of Learning

Page 8 of 10

Formative Assessment:

● Classwork

● Homework

● Performance activities

● Mock trial

Summative Assessment:

 Quizzes

 Tests

 Seminar

 Legal Response Paper

Resources Needed:

● Street Law

● Relevant mock trial

● Ted Talks

Unit IV: Practical Law in Film

Unit Summary

Students will review multiple documentary and cinematic depictions of issues pertaining to practical law for the purpose of

then synthesizing these sources with prior learning from the course.

Standards/Core Ideas/Performance Expectations

The state standards outlined below, and established by New Jersey Department of Education, will guide instruction

throughout this unit in Practical Law:

● 2020 New Jersey Student Learning Standards: Social Studies:

○ 6.1: Era 2.Revolution and the New Nation (1754-1820s), Era 6. The Emergence of Modern America:

Progressive Reforms (1890-1930), Era 13.Postwar United States: Civil Rights and Social Change (1945 to

early 1970s), Era 14.Contemporary United States: Domestic Policies (1970-Today)

■ 6.1.12.CivicsPR.2.a, 6.1.12.HistoryCC.6.d, 6.1.12.CivicsDP.13.a, 6.1.12.CivicsPI.14.c,

6.1.12.HistoryCC.14.e

○ 6.3: Active Citizenship in the 21st Century

■ 6.3.12.CivicsPD.1

● 2016 New Jersey Student Learning Standards: English Language Arts Companions for Grades 11-12:

○ Reading: NJSLSA.R1-NJSLSA.R10

■ RH.11-12.1-10

○ Writing: NJSLSA.W1-2, NJSLSA.W4-10

■ WHST.11-12.1.A-E, WHST.11-12.2.A-E, WHST.11-12.4-10

● 2020 New Jersey Student Learning Standards: Computer Science and Design Thinking

○ 8.1.12.IC.3, 8.2.2.ITH.1-3, 8.2.12.EC.3, 8.2.12.ETW.1, 8.2.12.EC.1-4

● 2020 New Jersey Student Learning Standards: Career Readiness, Life Literacies, and Key Skills

○ 9.4.2.CI.1-2, 9.4.12.CT.2, 9.4.12.IML.8-9

○ CRP 4, 7, 11

Unit Essential Questions Unit Enduring Understandings

● Why is it important to think for oneself

and experiment with new ideas?

● How can film be used to enhance the

viewer’s understanding of the American

justice system?

● What questions should the viewer use

when analyzing the cinematic

representation of the legal concepts and

processes that define the American

justice system and are supported by The

Constitution of the United States?

● How do films about the legal concepts

and processes that define the American

justice system reflect the ever-changing

mores and socio-cultural landscape of

the United States?

● Students will understand the value of experimentation and innovation.

● Film provides the viewer with a dynamic context in which to measure

his/her understanding of the legal concepts and processes that define the

American justice system and are supported by The Constitution of the

United States. Through carefully scripted performance, students can see how

the law functions.

● Viewers should use the same questions that were introduced in the units

focusing on Criminal Law, Civil Law, and Constitutional Law. These

queries will help the reader determine the layers of law that are embedded in

the film’s narrative.

● Cinema, like any mode of art, is ideological in nature. A film can either be

an ideological statement or a response to an ideology. Films about the legal

concepts and processes that define the American justice system can function

in these ways. Oftentimes, such films are used to remind viewers of our

nation’s history and to show them how America—including the American

justice system—has evolved.

Evidence of Learning

Formative Assessment:

● Classwork

● Homework

Summative Assessment:

 Quizzes

 Tests

Resources Needed:

● A Few Good Men

● Erin Brockovich

Page 9 of 10

● Performance activities ● Philadelphia

● Kramer vs. Kramer

● North Country

● The Rainmaker

Section IX: Unit Reflection

The Practical Law Instructional Team must confer upon the completion of each instructional unit in the Practical Law and

rate the degrees to which the instructional units meet performance criteria established by the New Jersey Department of

Education using the Unit Reflection Form. Completed unit reflection forms must be submitted to the Department Supervisor

for approval upon completion of curriculum implementation with a complementing list of suggested modifications to the

Practical Law Curriculum.

Lesson Activities: Strongly Moderately Weakly

Foster student use of technology as a tool to develop critical

thinking, creativity and innovation skills;

Are challenging and require higher order thinking and

problem solving skills;

Allow for student choice;

Provide scaffolding for acquiring targeted knowledge/skills;

Integrate global perspectives;

Integrate 21st century skills;

Provide opportunities for interdisciplinary connection and

transfer of knowledge and skills;

Are varied to address different student learning styles and

preferences;

Are differentiated based on student needs;

Are student-centered with teacher acting as a facilitator and

co-learner during the teaching and learning process;

Provide means for students to demonstrate knowledge and

skills and progress in meeting learning goals and objectives;

Provide opportunities for student reflection and self- assessment;

Provide data to inform and adjust instruction to better meet

the varying needs of learners;

Appendix

Writing Instruction and the RFH Community

Writing instruction should happen across the RFH Community. Writing across the curriculum is a philosophy that advances

the belief that writing is a method of learning. Since all departments are committed to helping students learn, writing must be

used as a methodology to advance student learning.

Page 10 of 10

Each academic discipline has its own unique conventions, formats and structures. It is the responsibility of each department

to agree upon domain-specific writing praxes, model them for students, and require them to utilize them on a consistent basis.

Students must understand that acceptable writing in one domain may not be acceptable writing in another area. The

development of domain-specific writing skills supports the overall development of the student writer because all writing is

grounded in the writing situation: audience, context, purpose, subject, and writer. Representatives from the academic

disciplines must share their domain-specific writing praxes with each other, identify intersections, and determine how to

address perceived gaps that limit student learning.

Students must experience writing situations that help them learn how to think creatively and critically and communicate

effectively in the academic disciplines. Writing instruction, regardless of the academic discipline, must always reinforce

student understanding of the writing situation. When students experience writing situations, they must study examples of

domain-specific writing in order to understand how writers communicate in discipline-related contexts. This does not mean

information embedded in textbooks. Domain-specific writing is writing that is used to inform and influence readers as it

draws them into an established circle of discourse. Students must use these non-fiction texts to develop the close reading

skills that will shape their own writing. Focused engagement with domain-specific writing should not be limited to basic

reading comprehension and topical understanding. It must also include the analysis of the writing situation that is represented

in the text: audience, context, purpose, subject, and writer. The close reading of well-written texts—regardless of the

domain—will show students the importance of writing mechanics, diction, and syntax. The development of close reading

skills will also help the students grow in terms of their ability to construct and advance independent and original claims that

are well-supported by evidence. Domain-specific writing is grounded in positioning of claims and the effective use of

evidence.

The final written product is important; nevertheless, the learning that results in this production must not be devalued. The

writing process is not limited to the basic steps of planning, drafting, revising, and editing/proofreading. It is a complex

sequence of critical and creative thinking and writing that leads to the production of a text that provides evidence of learning

and understanding. Students must ultimately develop the ability to self-assess the effectiveness of their writing as a

representation of the writing situation. Without the use of models that evidence learning and understanding, students will not

develop the ability to self-assess their own work—the true outcome of the writing process.

What types of writing situations should RFH students engage in?

RFH students should engage in writing situations across the curriculum that require them to:

● write to improve mechanical proficiency, diction usage, and syntactical sophistication

● write to narrate, describe, and reflect

● write to summarize and report

● write to classify and define

● write to explain how process leads to an outcome

● write to compare, contrast and evaluate

● write to speculate on cause and effect

● write to propose solutions and solve problems

● write to analyze

These writing situations should be positioned in a coordinated, developmental sequence that extends across the academic

disciplines.

Upon Completion of Grade 12, RFH students must be ready to transition to the following writing situations:

● write to analyze

● write to persuade (argument)

The core foci of first-year college writing courses are analysis and argument. These courses orient the students to the

demands and expectations of writing for the academic culture of college. At colleges/universities with carefully coordinated

writing programs, students must demonstrate proficiency in analysis and argument before they transition to upper level

courses that require them to engage in the following writing situation:

● write to investigate (research)