Unit Overview/Summary:
Explain the origins and purpose of Law and the legal system.
Categorize laws according to values.
Identify types of laws and explain how laws impact our daily lives.
Describe the adversary system and evaluate its advantages and disadvantages.
Explain ideas about the sources of law (custom, legislatures)
Identify different varieties of law (natural law, common law, statute law)
Explain alternative ideas about the purposes and functions of law
Explain how the rule of law can be used to restrict the actions of private citizens and government officials alike in order to protect the rights of individuals and to promote the common good
Define and identify the purposes of law.
Understand the nature of law in a free society, the fundamental values underlying our justice system and the place of law in preserving order in society.
Identify historical antecedents for our laws and the basis for the creation of laws.
Analyze cases and apply laws.
Role-play scenarios in settling disputes and advocacy and in selecting a lawyer.
Chart the various US court systems.
Compare and contrast the steps in a civil law suit with the steps in a criminal prosecution.
Describe the court systems in the United States.
Describe how laws are made.
Recognize the process for enacting criminal laws at the state and local levels.
Identify the governmental structures involved in the lawmaking process and their roles.
Understand how civil and criminal laws are made at the federal, state, and local levels of government and how these laws are employed in the various federal and state courts.
Distinguish between civil and criminal law, including the legislative process and the judicial process.
Evaluate the citizen's role in law making and law enforcement.
Explain the advantages and disadvantages of negotiation, arbitration, mediation, and conciliation.
Describe and distinguish the methods for solving disputes out of court.
Identify the circumstances when an individual should seek the help of an attorney.
Describe and evaluate career opportunities available in the legal system.
Examine the role that lawyers, law enforcement officers, correction officers and court officials play in our judicial system.
Unit Duration:
Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Priority Content Standards
D2.Civ.1.9-12
Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions..
D2.Civ.2.9-12
Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present..
D2.Civ.4.9-12
Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
D2.Civ.10.9-12
Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
Supporting Inquiry Standards
INQ 9–12.1
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 9–12.3
Identify evidence that draws information from multiple sources in response to compelling and supporting questions.
INQ 9–12.6
Use evidence from multiple sources to support claims and counterclaims, acknowledging competing views.
INQ 9–12.8
Construct explanations using sound reasoning, examples, and details with accurate and relevant information.
Examples and Explanations:
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
An Effective Communicator
clearly and concisely conveys information for shared understanding
D2.Civ.4.9-12
Inq.9-12.8 (Supporting Standard)
command of the language; written and verbal
D2.Civ.4.9-12
Inq.9-12.8 (Supporting Standard)
Skilled Socially
uses effective verbal and non-verbal communication skills
D2.Civ.4.9-12
Inq.9-12.8 (Supporting Standard)
A Critical Thinker
applies unbiased analysis and evaluation
D2.Civ.2.9-12
D2.Civ.4.9-12
D2.Civ.10.9-12
willing to adapt new information and question things
D2.Civ.2.9-12
D2.Civ.4.9-12
D2.Civ.10.9-12
A Problem Solver
can persevere and adapt
D2.Civ.2.9-12
D2.Civ.4.9-12
D2.Civ.10.9-12
able to determine the root cause of issues
D2.Civ.2.9-12
D2.Civ.10.9-12
Essential Questions:
How do different levels of government exercise legal authority?
How can citizens influence laws and legal decisions?
How does the Constitution structure and limit government power under the law?
Why do constitutional interpretations change over time?
How do personal beliefs and biases influence legal interpretation and decision-making?
How should courts balance individual rights with the common good?
Enduring Understandings:
Legal authority is distributed across multiple levels of government and institutions, each with defined powers and responsibilities that shape how laws are created, interpreted, and enforced.
Citizens influence the legal system through participation, and their rights and responsibilities shape how laws are created, challenged, and enforced in a democracy.
The Constitution is the foundation of the U.S. legal system, establishing powers, limits, and rights that are continually interpreted and contested through the courts.
Legal decisions are influenced by competing interests, values, and perspectives, requiring a balance between individual rights, civic responsibilities, and the rule of law.
What Students Will Know:
D2.Civ.1.9-12
Citizens
Rights
Responsibilities
Government
Law
Authority
Accountability
D2.Civ.2.9-12
Civic participation
Democracy (direct, representative)
Rights
Public policy
Legal influence
D2.Civ.4.9-12
U.S. Constitution
Separation of powers
Checks and balances
Federalism
Limits
Rights
D2.Civ.10.9-12
Personal interests
Perspectives
Ethics
Civic virtues (justice, responsibility, equality)
Constitutional rights
Human rights
Bias
Conflict of interest
Equity and fairness
Precedent
What Students Will Do:
D2.Civ.1.9-12
Distinguish between legal powers of government and individual responsibilities under the law
Analyze how laws regulate citizen behavior and government authority
Evaluate how legal accountability maintains social order
Compare the powers of different governmental branches in enforcing laws
Apply rules and responsibilities to legal scenarios
D2.Civ.2.9-12
Analyze how citizens influence law and policy through democratic processes
Compare how different democratic theories view the role of law and citizen participation
Evaluate the effectiveness of civic participation in shaping legal outcomes
Interpret legal rights in real-world civic and judicial contexts
Advocate for change using legal and civic channels
D2.Civ.4.9-12
Explain how the U.S. Constitution establishes legal authority and limits
Analyze how powers are divided to enforce and interpret laws
Evaluate constitutional protections in specific legal cases
Apply constitutional principles to hypothetical legal scenarios
Assess government actions for compliance with constitutional limits
D2.Civ.10.9-12
Analyze how personal interests and bias influence legal decisions
Evaluate the application of civic virtues and democratic principles in law
Interpret constitutional and human rights in real-world legal contexts
Apply multiple perspectives to legal arguments and case analyses
Construct evidence-based legal arguments considering ethics, rights, and fairness
Apply civic virtues and democratic principles to real-world situations
Construct arguments considering multiple perspectives
Demonstration of Learning:
Formative Assessments
Required:
Unit CFAs will be posted to Performance Matters by Fall 2026
Suggested:
Brief Source Analysis
Anecdotal observations of students in groups or partnerships
Quick writes and on-demand writing samples
Do Nows/Bell Ringers
Exit tickets
1:1 or small group conferring
Summative Assessments
Required:
In development.
Suggested:
Case Studies:
Case of the Shipwrecked sailors
Case of the Apathetic Bystanders
Unit Specific Vocabulary and Terminology:
human rights
Criminal laws
civil law
civil action
separation of powers
limited government
statutes
checks and balances
judicial review
unconstitutional
veto
federalism
bill of rights
Appellate Court
Beyond Reasonable Doubt
Code of Hammurabi
Civil Law
Criminal Law
Defendant
Felony
Infraction
Law
Lex Talionis
Misdemeanor
Plaintiff
Preponderance of the Evidence
Prosecution
Rule of Law
Trial Court
Aligned Unit Materials, Resources, and Technology:
Technology:
Actively Learn
Blooket
BreakoutEDU
EdPuzzle
Kahoot!
Kami
Padlet
SORA
YouTube
Suggested Texts:
Street Law, Glencoe, 2005-Street Law - Education. Empowerment. Justice.
Chapter 1: What is law?
Kitty Genovese: Apathetic Bystander Effect
Unit 1: Intro to Law Google Drive Resources
Cross Cycle Tasks:
Suggestions:
Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.
Use Google Forms for a questionnaire or survey about upcoming topic.
Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.
Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.
Last day of the Cycle:
Current events (review current trial-connect real life example)
First day of the New Cycle:
Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)
How is law in your daily life activity.
Opportunities for Interdisciplinary Connections:
Opportunities for Interdisciplinary Connections:
Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects
https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf
Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc
Mathematical Practice Standards
Next Generation Science Standards
Standards for students that are aligned to priority standards
https://www.nextgenscience.org/search-standards
International Society for Technology in Education (ISTE)
Standards for students that are aligned to priority standards
https://iste.org/standards/students
CTE Competency Standards
Utilizing tasks, projects and assignments that connect to trade technologies:
Aerospace Manufacturing
Architecture
Automotive Technology
Automotive Collision Repair and Refinishing
Bioscience and Environmental Technology
Biotechnology
Building and Civil Construction
Culinary Arts
Criminal Justice and Protective Services
Digital Media
Diesel and Heavy - Duty Equipment Repair
Electrical
Graphic Design
Heating
Ventilation and Air Conditioning
Health Technology
Hairdressing and Cosmetology
Information Technology
Landscape Design
Installation and Equipment
Masonry
Mechanical Design and Engineering Technology
Precision Machining Technology
Plumbing and Heating
Plumbing, Heating and Cooling
Robotics and Automation
Tourism
Hospitality and Guest Services Management
Veterinary Science
Welding and Metal Fabrication
Components of Social, Emotional, and Intellectual Habits
Develop logic and reasoning/Critical and analytic thinking
Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking
Develop logic and reasoning/Applying known information to new experiences
Compare, contrast and evaluate experiences, tasks and events building on prior knowledge
Develop logic and reasoning/Reasoning and problem solving
Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations)
Develop a positive attitude toward learning/Cooperation during learning experiences
Listen, discuss, and negotiate ideas in order to discover new learning with peers
Opportunities for Application of Learning:
Critical Consciousness for Diversity and Equity:
Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.
Why is it important for me and my students to be critically conscious for diversity and equity?
How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?
How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?
How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?
What do I know about various aspects of identity? What do I need to learn?
What do my students know about various aspects of identity? What do they need to learn?
In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities.
Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world.
One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey.
Multilingual Learners:
For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards.
Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.