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| Core Learning Goal: |
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The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.
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| Expectation: 2 |
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The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.
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| Indicator: 1.2.5 |
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The student will analyze elements, proceedings, and decisions related to criminal and civil war.
Assessment Limits:
- Civil Law: plaintiff, defendant, contract, breach of contract, torts, negligence, damages, preponderance of evidence, petit jury and out-of-court settlement.
- Criminal Law: defendant, prosecutor, reasonable doubt, felony, misdemeanor, grand jury, indictment, probable cause, presumption of innocence, plea bargaining, habeas corpus, and subpoena.
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This lesson can be used an introduction to civil/criminal proceedings. Students will identify the steps of criminal and civil trials. Teachers can utilize classroom texts or use the Teacher Resource information. |
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Students will compare the steps of a criminal case and a civil case. |
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Students will analyze the differences in standards of proof in legal cases. |
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Government textbooks
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Teacher Resource: Court Proceedings: Civil Cases |
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Teacher Resource: Court Proceedings: Criminal Cases |
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Overhead Transparency: Standards of Proof |
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Useful website:
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- Ask students: "What do O.J. Simpson and Ray Lewis have in common?" Record student responses on the board. Some responses may include:
- Both are African-American males
- Both are/were NFL players
- Both were charged with murder
- Both were found not guilty of murder
- Both are/were involved in civil "wrongful death" suits
- Define civil and criminal law. Make sure that students are familiar with the following terms:
plaintiff, defendant, jury, counsel, verdict, prosecutor,
indictment, States Attorney, burden of proof, cross-examination
- Instruct students to use their textbook or another source to outline the steps of a criminal trial and of a civil trial. Using the two Teacher Resources Court Proceedings, conduct a discussion to assess student accuracy and understanding.
- Show a transparency of Standards of Proof. Ask:
- Why is preponderance of evidence used in civil cases?
- Why is guilt beyond a reasonable doubt used in criminal cases?
Ask students for examples of recent trial verdicts that illustrate the two
standards.
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Have students answer this Brief Constructed Response item:
- What is the difference between preponderance of evidence in a civil suit and guilt beyond a reasonable doubt in a criminal case?
- Why is there a difference?
- Include examples and details to support your answer.
Use the Social Studies Rubric to score student responses.
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 Print Version: Government Lesson Plan (Acrobat 19k)
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