Introduction to Law - History, Key Themes and Important Vocabulary
Welcome to Law 12. We will study legal traditions, the history of law, the various types of law and study current legal issues.
This course intends to be hands-on, experiential and involves guest speakers, debates, field trips, class discussions and the use of simulations. Check out the video below for a taste of what Law 12 will look like! |
We will also seek to understand key vocabulary and legal knowledge so that we can speak with authority on the subject.
See the course outline for info on how we will proceed this semester! Best of luck in Law 12!
See the course outline for info on how we will proceed this semester! Best of luck in Law 12!
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Lesson 1 - Intro to class
1. Take attendance and place students in alphabetical order. So that I can remember their names faster.
-Play some Law songs as students walk into class (I Fought the Law; Folson Prison Blues; etc - see main Law Page.)
2. Introduce myself and welcome students to Law.
3. Students complete “about me sheet.”
-Play some Law songs as students walk into class (I Fought the Law; Folson Prison Blues; etc - see main Law Page.)
2. Introduce myself and welcome students to Law.
3. Students complete “about me sheet.”
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4. Eyewitness Activity: A person will burst into the room with peculiar clothing / attributes.
(Yelling, wearing a plastic police badge, wearing wig, army hat, brandishing a stick or object, knock over a desk, could drag a student out into hallway.)
- Students must write down exactly what happened, but also a description of suspect. – Height, weight, age, distinguishing features, eye colour, hair colour, clothing, objects. Whatever the police would need in order to catch the person.
- As a class, we will build a profile.
-During this process, we will discuss obstacles to creating our composite
-We will read different accounts
-Have a hidden camera capture the event. Does this help? (Discuss concept of data triangulation)
5. Observe and Report Handout Sheet.
-Students receive the sheet and must write what they think in each blank. Then, when done, have 8 minutes to find the answers.
Show students some observation.
(Yelling, wearing a plastic police badge, wearing wig, army hat, brandishing a stick or object, knock over a desk, could drag a student out into hallway.)
- Students must write down exactly what happened, but also a description of suspect. – Height, weight, age, distinguishing features, eye colour, hair colour, clothing, objects. Whatever the police would need in order to catch the person.
- As a class, we will build a profile.
-During this process, we will discuss obstacles to creating our composite
-We will read different accounts
-Have a hidden camera capture the event. Does this help? (Discuss concept of data triangulation)
5. Observe and Report Handout Sheet.
-Students receive the sheet and must write what they think in each blank. Then, when done, have 8 minutes to find the answers.
Show students some observation.
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6. Let's switch over to our forensics unit to demonstrate observation skills in action! (See tab)
7. Watch the Trailer for the TV show “lost” – to introduce Government is an Island Activity. Think about what the characters need to do in order to survive.
7. Watch the Trailer for the TV show “lost” – to introduce Government is an Island Activity. Think about what the characters need to do in order to survive.
8. Introduce Government is an island activity. Students will get into a group of three and have to answer questions on how they would approach being stranded on a deserted island.
Once completed, students will discuss answers as a class. Put answers to their ranking on the board / mini whiteboards / write on their desks with dry erase markers and present.
Once completed, students will discuss answers as a class. Put answers to their ranking on the board / mini whiteboards / write on their desks with dry erase markers and present.
government_island_2019.doc | |
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Group Rankings 2019
- Extension activity - https://sites.google.com/a/tctchome.com/island/ Students go on their phones or we go to the library and complete this online test which helps students determine which type / style of government they would be most likely to support.
9. Stand on the line activity --- with political viewpoints and values. Mr. Fitton will read statements from a list. Stand on the line if you agree, stand off the line if you disagree. Handout with statements on website.
9. Stand on the line activity --- with political viewpoints and values. Mr. Fitton will read statements from a list. Stand on the line if you agree, stand off the line if you disagree. Handout with statements on website.
stand_on_line_activity_2022_update.docx | |
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11. Discuss as a class.
12. Review the concept of the political spectrum.
12. Review the concept of the political spectrum.
13. Do a political spectrum test and draw the results on a grid – your political views will colour how you respond to topics in our law class. It is part of our personal bias. Draw on the back of the “Observe and report handout.”
- Go to the computer lab or use our personal devices to do the test at–
www.politicalcompass.org/test OR.
https://www.theadvocates.org
-We will share the results as a class.
-Class discussion: Why do a political spectrum quiz in a law class? What is the purpose of being aware of our political views?
13. Do a political spectrum test and draw the results on a grid – your political views will colour how you respond to topics in our law class. It is part of our personal bias. Draw on the back of the “Observe and report handout.”
- Go to the computer lab or use our personal devices to do the test at–
www.politicalcompass.org/test OR.
https://www.theadvocates.org
-We will share the results as a class.
-Class discussion: Why do a political spectrum quiz in a law class? What is the purpose of being aware of our political views?
LESSON 2 - What is law? Where did it come from?
1. Read Page P. 7 of Law in Action --- do the T/F Quiz and then we will do it as a class, where students hold up paper on which they have written a T and an F. Then, we will look at the answers. (P. 8)
2. Read page 11-12 as a class. Law in our lives.
3. Law is everywhere activity sheet. Discuss as a class when done.
2. Read page 11-12 as a class. Law in our lives.
3. Law is everywhere activity sheet. Discuss as a class when done.
law_is_everywhere_activity.pdf | |
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4. Is it a crime handout; followed by reading P. 13 Laws/Rules read as a class.
is_it_a_crime_worksheet.pdf | |
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Based on the above worksheet, students had questions about Marijuanna laws in BC.
Marijuanna is illegal for youth in BC to possess in ANY quantity. Here are the fines associated with it.
Marijuanna is illegal for youth in BC to possess in ANY quantity. Here are the fines associated with it.
British Columbia at of January 31st, 2023 Decriminalized 2.5 Grams of many drugs. We will do a 4 ways debate on the following statement:
British Columbia should decriminalize 2.5 Grams of Heroin, Opioids, MDMA, Crack, Cocaine, etc. To see what our class believes.
Strongly Agree Agree Disagree Strongly Disagree
British Columbia should decriminalize 2.5 Grams of Heroin, Opioids, MDMA, Crack, Cocaine, etc. To see what our class believes.
Strongly Agree Agree Disagree Strongly Disagree
5. Students create a grid --- LAWS (P.12-13) RULES (P.12-13) MORALS (P.16) JUSTICE (17-18)
-Fill in information on each. We will then examine as a class
-Discussion on the concept of Morals and Ethics. Law and Justice are based on personal values.
-Switch to "Mini Unit of Morals and Ethics" if class seems interested in going deeper.
-Explain how a teacher was fired in Vancouver during this part of the lesson. Class discussion on the article below.
https://nationalpost.com/opinion/christie-blatchford-b-c-teacher-fired-for-having-the-wrong-opinion
-Fill in information on each. We will then examine as a class
-Discussion on the concept of Morals and Ethics. Law and Justice are based on personal values.
-Switch to "Mini Unit of Morals and Ethics" if class seems interested in going deeper.
-Explain how a teacher was fired in Vancouver during this part of the lesson. Class discussion on the article below.
https://nationalpost.com/opinion/christie-blatchford-b-c-teacher-fired-for-having-the-wrong-opinion
christie_blatchford__b.c._teacher_fired_for_having_the_wrong_opinion_|_national_post.pdf | |
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6. Show picture of Equity Vs Equality (People standing at a fence, looking over / Einstein quote about fish climbing a tree).
-Class discussion. How could these two pictures relate to the concept of "The Law."
-Class discussion. How could these two pictures relate to the concept of "The Law."
7. History of Law Quick PPT.
the_history_of_law.ppt | |
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File Type: | ppt |
8. Read P. 20 together.
9. For the next project, students can choose to doNCIS / Criminal Minds style connections board of Laws and where they came from and provide connections. See below for examples. Or there are other options for the project.
10. Divide class into groups. They each get a topic and pages from textbook. See sheet below
legal_history_assignment_2023_update.docx | |
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Briefly:
In groups, students will get a topic regarding the History of Law. Students must include:
A. Title
B. Picture to represent topic
C. Write 5-10 key points about the type of law
D. The "BIG IDEA"
We will then take all of the finished papers and put them on a board and use chalk to draw lines of linkage between laws. Each group will present and then post on chalkboard.
First Nations (P. 33 -34)
Hammurabi (P. 21-22)
Mosaic Law (P. 23-24)
Greek Law (P. 24-25)
Roman Law (P. 26)
Justinian Code (P.27)
Napoleonic Law (P.27)
In groups, students will get a topic regarding the History of Law. Students must include:
A. Title
B. Picture to represent topic
C. Write 5-10 key points about the type of law
D. The "BIG IDEA"
We will then take all of the finished papers and put them on a board and use chalk to draw lines of linkage between laws. Each group will present and then post on chalkboard.
First Nations (P. 33 -34)
Hammurabi (P. 21-22)
Mosaic Law (P. 23-24)
Greek Law (P. 24-25)
Roman Law (P. 26)
Justinian Code (P.27)
Napoleonic Law (P.27)
Examples of Student Work
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roman_law.pdf | |
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hammurabi_code.pdf | |
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Other Options:
1. A Cool animation at Render Forest: https://www.renderforest.com/watch-10000983
2. Google Slides
3. 2 Students created Kahoots that they taught using
1. A Cool animation at Render Forest: https://www.renderforest.com/watch-10000983
2. Google Slides
3. 2 Students created Kahoots that they taught using
11. Students have to pick one they did not do, and make a song about it using 5 keys facts (can parody frère Jacques; twinkle twinkle, hokey pokey or any song they want). We may save this activity for the end of the unit gallery walk.
12. PPT on sources of law/justice vs morality.
12. PPT on sources of law/justice vs morality.
law_justice_and_morality_copy.ppt | |
File Size: | 182 kb |
File Type: | ppt |
Restitution Laws - https://www.cnn.com/2018/05/21/us/teen-ordered-to-pay-millions-for-starting-eagle-creek-wildfire-trnd/index.html
Also, from the PPT - Luka Magnotta and Vince Li
Also, from the PPT - Luka Magnotta and Vince Li
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Read. P.17 – Discuss sailor dilemma. See what students think (show life of Pi Trailer and relate to “Richard Parker” case.)
-Could do Morality / Ethics Mini unit here as well if students are interested.
12. 2 Video clips – worst lawyers / Dr. Nick doing surgery. Ask what they have in common ? (Both do not know the basics of their profession) – Hence our next activity. Building blocks of law vocab
-Could do Morality / Ethics Mini unit here as well if students are interested.
12. 2 Video clips – worst lawyers / Dr. Nick doing surgery. Ask what they have in common ? (Both do not know the basics of their profession) – Hence our next activity. Building blocks of law vocab
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13. Gallery Walk – Law terms. See handout.
-Possible pieces of assessment. Draw my life video; hot seat gameshow; quiz; exit slip. Rank in order of importance.
-Ask students --- what are strategies they can use to memorize them?
-Possible pieces of assessment. Draw my life video; hot seat gameshow; quiz; exit slip. Rank in order of importance.
-Ask students --- what are strategies they can use to memorize them?
gallery_walk_2020_update.doc | |
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gallery_walk_2021_update.doc | |
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14. Read page 36-37
-Have a sides debate. Does Canada have too many laws. Can use own knowledge as well.
15. P. 39- Group discussions on #7 - Developing Your Thinking Skills (do like a lit circle - students have time to read and think of responses - then a discussion on topic of 10 mins - graded?)
Mr. Fitton has also designed a Kahoot for this unit. We will do the online quiz game.
-Have a sides debate. Does Canada have too many laws. Can use own knowledge as well.
15. P. 39- Group discussions on #7 - Developing Your Thinking Skills (do like a lit circle - students have time to read and think of responses - then a discussion on topic of 10 mins - graded?)
Mr. Fitton has also designed a Kahoot for this unit. We will do the online quiz game.
law_information_circles_2023_update.docx | |
File Size: | 23 kb |
File Type: | docx |