Practical Law
EHS 2026-2027
Instructor: Marc Dotson
Classroom: 213
Primary method of contact is email: mdotson@goddardusd.com
Email is the preferred method of communication with students and families. Additional district-approved communication platforms may be used to share general announcements, reminders, and classroom updates throughout the year.
Practical Law Overview:
Practical Law explores how the law affects everyday decisions, relationships, responsibilities, and rights throughout life. Through realistic legal scenarios, case studies, hearings, simulations, and practical applications, students develop the legal reasoning, communication, and problem-solving skills needed to navigate common legal situations involving individuals, families, businesses, and government. Throughout the course, students progressively apply legal concepts to increasingly complex legal proceedings, learning not only what the law says, but how legal principles, evidence, and professional judgment are used to resolve disputes and make informed decisions.
Legal Professionals in Society:
Practical Law explores how legal professionals help individuals, businesses, and communities resolve disputes, protect rights, manage risk, and uphold the rule of law. While not every student will pursue a legal career, understanding the role these professionals play helps students become more informed citizens, better decision-makers, and more effective advocates for themselves and others. Throughout the course, students will examine how different legal professionals contribute to a fair and effective legal system and why their work is essential to a functioning society.
Possible career fields that benefit from this course:
Judge Law Enforcement Officer (LEO) Title Agent
Attorney Legislator / Public Official Insurance Claims Adjuster
Paralegal County Registrar Human Resources Professional (HR)
Court Reporter Property Manager
General Classroom Expectations & Procedures:
1) Be Prepared: Students are expected to bring a charged Chromebook or charging cord to class each day, along with any required classroom materials.
2) Beginning of Class: When students enter the classroom, they should take their assigned seat and begin the daily classroom routine. These may include Breaking News/Case Files, Routine Vocabulary, Tracking Perspective Shift (TPS) Reports, or other bell work (see the Grading section for additional information).
3) Electronic Devices: In accordance with Kansas House Bill 2299 and district policy, cell phones, smart watches, tablets, Bluetooth earbuds or headphones, Meta glasses, and other personal electronic devices are not permitted during instructional time unless specifically authorized by school administration (for example, as part of an IEP, 504 Plan, or other approved accommodation). Devices that are visible or used without authorization will be confiscated and turned into the office in accordance with school policy.
4) Attendance and Tardies: Students who are not present in the classroom when the bell rings will be marked absent. Students arriving within the first ten minutes of class will have the absence changed to a tardy, which will be handled according to the school's attendance policy.
5) Restroom Procedures: Restroom breaks will be permitted on a one student out at a time basis. Visual indicators in the classroom will notify students when another student is already out to minimize classroom disruptions.
6) Classwork and Homework: Time will be provided during class to complete most assignments. Homework will not normally be assigned; however, students who do not finish classwork are expected to complete it during Academic Extension or as homework.
7) Late and Missing Work: Late and missing assignments will be addressed on a case-by-case basis, taking into consideration the circumstances, communication with the teacher, and the student's overall progress.
8) Participation: Students are expected to actively participate in discussions, hearings, simulations, group activities, and other classroom learning experiences. Respectful disagreement, thoughtful questions, and evidence-based legal reasoning are encouraged.
9) Academic Integrity: Students are expected to complete and submit their own original work. Plagiarism, cheating, unauthorized collaboration, or other forms of academic dishonesty may result in disciplinary action in accordance with school policy.
10) AI Use Restricted: The use of artificial intelligence (AI) tools in this course is restricted unless your instructor clearly explains when and how they may be used. Students should assume AI is not allowed for coursework unless permission is provided. If AI use is permitted, it must be clearly disclosed and properly cited. Unauthorized or uncited AI use may be treated as a violation of the Academic Integrity Policy.
Supply List:
Recommended Classroom Supplies
· Blue ink pens – Used for original notes, assignments, and reflections. Writing in ink encourages thoughtful notes while preserving previous work for future reference and reflection.
· Red ink pens – Used for corrections, feedback, annotations, and revisions.
· Highlighters – Recommend a 5-color pack to help with organization and color-coding of notes, documents, case studies, and argument building frameworks (such as CERCA).
· Notebook(s) – Students will maintain handwritten notes throughout the course. Notes may be organized in a single notebook, multi-section notebook, or multiple notebooks based on personal and organizational preferences.
Suggested notebook sections include:
· Routine Vocabulary
· Breaking News / Case Files
· Tracking Perspective Shift (TPS) Reports
· General Class Notes
Students are encouraged to choose an organizational system that best supports their learning and study habits. These could include using one notebook, multiple notebooks, binders, folders, or another organizational system of their choice. The instructor will demonstrate several effective note-taking systems during the first weeks of class. Regardless of the organizational method selected, handwritten notes are expected and may be used on summative assessments.
Course Modules and Topics:
Module 1: Government Power & Limitations: Students examine how the Constitution creates, limits, and balances government power. Topics include the Bill of Rights, separation of powers, checks and balances, precedent, and the role of each branch of government.
Module 2: Protections & Searches: Students explore the constitutional protections that govern searches, investigations, and due process. Emphasis is placed on balancing individual rights with public safety through the Fourth, Fifth, and Fourteenth Amendments.
Module 3: Criminal & Juvenile Justice: Students examine criminal law, juvenile justice, and court procedures while exploring how the legal system balances accountability, rehabilitation, and the rights of individuals.
Module 4: Civil Law, Torts, & Liability: Students investigate how civil law resolves disputes by examining negligence, intentional torts, liability, damages, and the legal principles used to determine responsibility.
Module 5: Family, Housing, & Legal Relationships: Students explore legal issues involving families, housing, and personal relationships, including marriage, custody, landlord-tenant law, and property division.
Module 6: Immigration: Students examine immigration law through historical, legal, economic, and constitutional perspectives while evaluating citizenship, border security, visas, removal proceedings, and individual rights.
Module 7: Legal Services & Professional Practices: Students explore legal professionals, legal services, and professional ethics while learning when legal assistance is needed and how the legal profession serves individuals and society.
Assignments and Grading:
This course uses a points-based grading system with a total of 935 possible points earned through Routine, Formative, and Summative assignments. Each category serves a different purpose in developing legal knowledge, critical thinking, professional skills, and long-term success.
Routine Assignments (60 points)
Routine assignments are short, ongoing activities that build the habits necessary for success in the Law Pathway. Rather than measuring mastery of specific learning targets, these assignments encourage consistent preparation, reflection, and organization throughout the semester.
Routine assignments consist of:
Breaking News / Case Files – 16 weekly assignments × 2 points (32 points)
Students complete a weekly current-events activity that connects classroom concepts to contemporary legal issues, court decisions, public policy, and civic life while contributing to their Case File portfolio.
Vocabulary Journal – 16 weekly assignments × 1 point (16 points)
Each week, students maintain a handwritten vocabulary journal by recording the week's assigned legal terms and definitions. Vocabulary journals are reviewed primarily for completion and reasonable effort, because they serve as an important study resource for future assessments. The vocabulary journals will be allowed as notes on the summative assessments for each module.
Tracking Perspective Shift (TPS) Reports – 2 reports × 6 points (12 points)
Students periodically reflect on how their understanding, reasoning, or perspective has changed over time because of new learning by examining evidence, considering alternative viewpoints, and connecting new learning to previous thinking.
Routine assignments emphasize consistent effort rather than perfection. Because these activities are designed to support learning and provide study resources, students are encouraged to complete them thoughtfully, as they directly contribute to success on formative and summative assessments.
Formative Assignments (175 points)
Each instructional module includes four formative assignments designed to help students practice and apply new concepts before the summative assessment.
Guided Practice Formatives – 3 assignments × 5 points (15 points per module)
Students complete three guided practice assignments during each instructional module with teacher support, discussion, and feedback. These assignments are designed to develop understanding, strengthen legal reasoning, and provide opportunities to revise thinking before the summative assessment. Guided Practice Formatives also serve as an opportunity for students to create and refine quality handwritten notes that may be used during the module's summative assessment.
Independent Formative – 1 assignment × 10 points (10 points per module)
Students complete one independent formative assignment during each instructional module to demonstrate their understanding with greater independence. These assignments require students to apply legal reasoning, practical problem-solving, communication, or professional judgment while using the concepts and skills developed throughout the module. Independent Formatives provide students with an opportunity to demonstrate readiness before completing the module summative assessment.
Formative assignments may be revised one time within one week of receiving feedback to demonstrate improved understanding.
Summative Assessments (700 points)
Each instructional module concludes with a 100-point summative assessment. These assessments measure mastery of the module's learning targets through progressively more complex thinking and application. Summative assessments are organized into three parts that reflect increasing levels of cognitive complexity.
Part I – Know and Understand (50 points)
Students demonstrate mastery of foundational knowledge through vocabulary, key concepts, legal structures, historical context, and other essential learning targets. This section primarily assesses Levels 1 and 2 of cognitive complexity by measuring recall, recognition, explanation, and basic understanding.
Part II – Explain and Apply (30 points)
Students apply legal concepts to realistic legal scenarios involving individuals, families, businesses, or government by using CERCA and IRAC frameworks, legal reasoning, evidence evaluation, and professional discretion. This section primarily assesses Level 3 thinking by requiring students to analyze facts, apply legal principles, and justify conclusions using evidence.
Part III – Analyze, Formulate, and Defend (20 points)
Students defend decisions, justify ethical choices, consider alternative perspectives, and reflect on how their reasoning can guide future legal or civic decisions. This section primarily assesses Level 4 thinking by requiring evaluation, synthesis, argumentation, and professional judgment.
Students should strive to demonstrate Proficient or Exemplary understanding of each module's learning targets. To support continued growth, students are provided with one opportunity to improve their summative score after completing a minimum two-day study and reflection period. Alternate versions of summative assessments may be used to evaluate the same learning targets and competencies.
Grading Breakdown:
KSDE Proficiency Points Earned Percentage Letter Grade
4 – Exemplary 842 – 935 90% - 100% A
3 – Proficient 748 – 841 80% - 89.9% B
2 – Limited 655 – 747 70% - 79.9% C
1 – Inadequate 561 – 654 60% - 69.9% D
0 – Insufficient Evidence 0 – 560 ≤ 59.9% F
Professional Development (PD):
Students may earn limited additional points by participating in a self-selected activity related to law, courts, government, legal services, public safety, or civic engagement outside of school and submitting a reflection report. PD activities are worth 10 points each, with a maximum of 2 for the course. Activities require prior instructor approval using a Professional Development Request Form. These opportunities encourage meaningful learning beyond the classroom and do not replace regular coursework.
PD Reflection Requirements:
· Describe the experience.
· Explain why you chose the activity.
· Connect the experience to at least two Pathway Focus Lenses.
· Describe how the experience challenged, confirmed, or changed your thinking.
· Identify one skill, habit, or insight you gained that will help you in future coursework, a career, or civic life.
Course Information & Policy Updates
This syllabus provides an overview of course expectations, grading practices, classroom procedures, instructional routines, and learning experiences for Practical Law. The accompanying Law Pathway Syllabus provides additional information about the pathway philosophy, program structure, and long-term learning goals. District, building, state, and postsecondary partner policies remain in effect and may require updates during the school year. Course procedures and schedules may also be adjusted as needed to support student learning or comply with policy changes. Students and families will be notified of significant changes as soon as possible.