Period 1 – Criminal Behavior Lesson Plan (2-27-2015)

Criminal Behavior HeaderTopic:

Types of Stalking

Unit:

Stalking

Unit S.M.A.R.T. Goal:

Students will be able to identify stages and types of stalkers in 3 of 4 trials with 85% accuracy.

Today’s Objective:

Students will be analyzing and identifying important aspects of California’s current stalking law and identifying problems. Additionally students will be devleloping solutions to the problems they see in California’s Stalking Law. (Downloadable File -> California Stalking Law)

Behavioral Norms (Student Developed):

  1. “Respect others opinions”- Selena (20 votes)
  2. “Staying on task” – Israel /Ally/Kenny ( 21 votes)
  3. “Only one person is allowed to talk at a time” – Charles (22 votes)
  4. “If you feel like you are going to lose control or getting irritated you need to let Mr. Tyler know and stand outside his door” – Tyler (23 votes)

Vocabulary:

Stalking

Agenda:

Task #1 – We are going to break into groups of 4 to start with. Each student will be getting a copy of California’s stalking law as it was written 2008)

Task #2 -Each group will be assigned a section of the law to analyze.

Step 1 – What are the words, phrases, sentences that are most important? Highlight them. ( I have highlighters available upon request)

Step 2- Underline areas of your section that you think are going to be a problem. For example, a vague word like “repeatedly”, or a word that should be defined like “violate”.

Step 3 – Now I want you to find solutions to the problems you identified in your section.

Step 4 – As you finish each step come up to the computer at the front and fill in your section.

Student Work Evidence:

Downloadable File -> California Stalking Law (Student Breakdown #1)

 

Period 3 – U.S. History Honors Lesson Plan (2-27-2015)

U.S. History Header 2Unit:

Unit #1 – A Nation is Born

Chapter #2 – Growth & Conflict (1789-1877)

Section #4 – The Civil War

Unit S.M.A.R.T. Goal:

Students will understand the United States’s growth rate during this period with 90% accuracy in 3 of 4 trials.

Today’s Objectives:

Students will be analyzing their work from yesteray so see how objective they were at writing a textbook passage on life after the Civil War using primary documents.

Behavioral Norms (Student Developed):

1.  “Only one person talks at a time” – Noah  (23 votes – approved)

2. “Respect others opinions/ideas” – Rob (31 votes – approved)

3. “Stay on task” – Andrea ( 27 votes – approved)

Vocabulary:

Civil (war), habeas corpus, dysentery, measles, amputation, musket, soldier, Confederacy, states rights, emancipation (proclamation), commander, battle, freed men, rations, army, casualty, nullification, Union, copperhead, national supremacy, conscription, ironclad

Agenda:

Task #1 – Lets read over the viewpoints together again just to make sure we are all on the same page and for those who were absent yesterday.

Downloadable File ->Views of Teachers at African American Schools in 1864

Downloadable File -> Views of a Former Slave from Tennessee in 1865

Downloadable File -> Views of a Former Confederate Supporter

Downloadable File -> View of Southerners Against

Task #2 – Now lets read through the work the groups turned in yesterday. Each group will get a copy of each groups response. On a seperate sheet of lined paper to be turned in by the end of today I want you to answer each of the following questions:

  • How long was the passage?
  • Did they Cite……..
    1. Former Slave Samuel Childress?
    2. Teachers in African American Schools?
    3. Former Confederate Supporter?
    4. Southerners against the Civil Rights bill in 1875?
  • Did they give equal attention to both the northern and southern points of view?
  • How biased do you think the passage was percentage wise? Ex: you could say 80% northern information 20% southern information
  • How many grammatical or spelling errors did you see? What were the most common?

Task #3 – Lets come back together as a class and discuss what we found after reading.

Downloadable File -> Group Response Class Analysis (2-27-2015)

Task #4 – Lets use the last 15 minutes of class to hand back papers. Today you will recieve back the following assignments:

General Order 143

Gettysburg Address Questions

Gettysburg Address

Shifting Tides Timeline and Map

54th Massachusetts questions

Emancipation Proclamation Analysis

Battle of Antietam summary

Public Reacts – Quotes from the peoples reaction to the Emancipation Proclamation

Civil War Timeline  Activity

Homework:

Make sure you are working on your questions. You are gaining more evidence to work with each day. To download a copy of the questions use the link below.

Downloadable File -> Civil War Unit – Main Question & Focus Questions

Period 1 – Criminal Behavior Lesson Plan (2-27-2015)

Criminal Behavior HeaderTopic:

Types of Stalking

Unit:

Stalking

Unit S.M.A.R.T. Goal:

Students will be able to identify stages and types of stalkers in 3 of 4 trials with 85% accuracy.

Today’s Objective:

Students will be taking the data from the full report (Stalking Report – FULL (Writing Stalking Law) and developing a better Stalking law for the State of California to be submitted to the Department of Justice for consideration. We began this objective yesterday and will be attempting to complete it today.

Behavioral Norms (Student Developed):

  1. “Respect others opinions”- Selena (20 votes)
  2. “Staying on task” – Israel /Ally/Kenny ( 21 votes)
  3. “Only one person is allowed to talk at a time” – Charles (22 votes)
  4. “If you feel like you are going to lose control or getting irritated you need to let Mr. Tyler know and stand outside his door” – Tyler (23 votes)

Vocabulary:

Stalking

Agenda:

Task #1 – Writing a Stalking Law Individually

Step #1 – Defining the word

  • Define the word “Stalking”.

Step #2 – evidence

  • What evidence will the court need to convict? Physical? Witnesses? Both?

Step #3 – Sentencing

  • what sentencing should the state of California use? Look back at the sentencing primary document for ideas.

Step #4 – Explanation.

  • Why did you choose this form of sentencing?

Task #2 – We will continue to work together as a group to develop our stalking law. We may even pull in and review a new case today if we need a refresher of the problem we are dealing with.

Student Work Evidence (Revised):

Stalking Defined– Stalking is when someone is following your movement on multiple occasions after being told to desist. Harassment of the person includes, but is not limited to, pursing/following, or nonconsensual contact.

As Defined by us (C.C.H.S. – -Criminal Behavior Period 1) –

Harassment – Aggressive/persistent pressure of intimidation in a repeated way. Repeated = > 5 instances across two weeks.

Pursuing – Following person to their work, home, or places frequented by person for a long distance of time with the intent to force nonconsensual contact. Frequented locations will be defined as consistent personal places of interaction.

Nonconsensual Contact – Unwanted letters/notes, e-mail, text, or packages, phone calls, faxes, social networking websites (etc: xbox, playstation, Facebook), pagers,

Evidence – Unwanted pictures/video taken, witness testimony in writing if any, packages/letters from accused party or any other unwanted items, security camera footage.

Sentencing –

Violation of Court Order (Restraining Order) – *To Be Determined*

1st Offense Conviction –  30 –  60 days / $500 – $15,000 / and/or mandatory therapy sessions in state rehabilitation center.

2nd Offense Conviction – 2-5 years / $5,000 – $25,000 / ankle bracelet upon release