ALEX Classroom Resource

  

Rule of Law

  Classroom Resource Information  

Title:

Rule of Law

URL:

https://www.icivics.org/teachers/lesson-plans/rule-law?referer=node/10467&page_title=Foundations%20of%20Government

Content Source:

Other
iCivics
Type: Lesson/Unit Plan

Overview:

In this lesson from iCivics, Students learn about the rule of law and how it protects individual rights and freedoms. By performing short, scripted skits that illustrate what life might be like without the rule of law, students identify six factors that make up the rule of law and analyze how each factor affects daily life. Students then make connections between the rule of law and America’s founding documents and think about the relationship between the rule of law factors.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 7
Civics
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Describe the influence of important philosophers on the U.S. political system.
Teacher Vocabulary:
  • philosophers
Knowledge:
Students know:
  • The important ideas and contributions of historical thinkers such as John Locke, Thomas Hobbes, Jean-Jaques Rousseau, Thomas Paine, Niccolo Machiavelli, Charles de Montesquieu, Voltaire.
Skills:
Students are able to:
  • Relate the ideas put forth by important philosophers to founding ideas and documents of American government. Interpret primary source documents to identify original ideas.
Understanding:
Students understand that:
  • Many of the founding documents of the United States are based upon the ideas of various Enlightenment Philosophers.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.2- Define political parties; identify that political leaders are elected in the United States and that political parties work to get their candidates elected.


Social Studies
SS2010 (2010)
Grade: 7
Civics
5 ) Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)

•  Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government (Alabama)
•  Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States (Alabama)
•  Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments (Alabama)
Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Relate the organization, duties and functions of state and local government examining how they compare and contrast to the organization, duties and functions of the federal government.
Teacher Vocabulary:
  • branches: executive, legislative, judicial
  • duties
  • functions
  • organization
  • jurisdiction
  • federal
  • districts
  • separation of powers
  • checks and balances
Knowledge:
Students know:
  • The functions of each of the three branches of the Federal Government and the three branches of Alabama's government.
  • The functions of the local government.
  • The organizational structure of local, state and Federal Courts.
Skills:
Students are able to:
  • Locate state and federal political districts and geographic districts in Alabama on a map.
  • Cite evidence in primary source documents to support important concepts of American Government.
Understanding:
Students understand that:
  • The structure of government at the federal and state level and the unique duties and functions of each are set forth by the U.S. and Alabama Constitutions.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SS.AAS.7.5- Define the three branches of government; recognize the function of each branch of government as making laws, enforcing laws, or reviewing laws; identifying concepts of separation of powers and checks and balances.


    Social Studies
    SS2010 (2010)
    Grade: 7
    Civics
    6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

    •  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
    •  Explaining what is meant by the term rule of law
    •  Justifying consequences of committing a civil or criminal offense
    •  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
    Unpacked Content
    Strand: History, Civics and Government
    Course Title: Civics
    Evidence Of Student Attainment:
    Students:
    • Differentiate between juvenile and adult laws, as well as between civil and criminal laws. Identify the protections given in the U.S. Bill of Rights.
    Teacher Vocabulary:
    • juvenile
    • civil law
    • criminal law
    • rights
    • Bill of Rights
    • rule of law
    • state
    • federal
    • local
    • court
    • offense
    • felony
    • misdemeanor
    • jail
    • prison
    • juvenile detention center
    Knowledge:
    Students know:
    • The similarities and differences between civil and criminal law.
    • The structure of the juvenile court system.
    • The rights and freedoms guaranteed in the Bill of Rights.
    Skills:
    Students are able to:
    • Use primary source documents to justify the actions of courts.
    Understanding:
    Students understand that:
    • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SS.AAS.7.6- Identify the basic rights under the Bill of Rights; recognize how government protects individual rights; recognize that citizens have a responsibility to follow laws and that there are consequences for breaking laws.


    Social Studies
    SS2010 (2010)
    Grade: 7
    Civics
    10 ) Describe individual and civic responsibilities of citizens of the United States.

    Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

    civic—respect for law, patriotism, participation in political process, fiscal responsibility

    •  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
    •  Explaining how United States' citizenship is acquired by immigrants
    •  Explaining character traits that are beneficial to individuals and society
    Examples: honesty, courage, compassion, civility, loyalty

    Unpacked Content
    Strand: History, Civics and Government
    Course Title: Civics
    Evidence Of Student Attainment:
    Students:
    • Describe the rights, duties, and responsibilities of U.S. citizens, as well as paths to citizenship.
    Teacher Vocabulary:
    • responsibilities
    • duties
    • rights
    • privileges
    • citizen
    • alien
    • immigrants
    • naturalization
    • character
    Knowledge:
    Students know:
    • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.
    Skills:
    Students are able to:
    • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.
    Understanding:
    Students understand that:
    • There are rights, duties, responsibilities, and privileges of U.S. citizenship.
    Alabama Archives Resources:
    Click below to access all Alabama Archives resources aligned to this standard.

    Alabama Alternate Achievement Standards
    AAS Standard:
    SS.AAS.7.10- Demonstrate that individuals have a responsibility to be good citizens and community members; identify the legal definition of a United States citizen and non-citizen.


    Tags: checks and balances, citizens and noncitizens, separation of powers
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      This resource provided by:  
    Author: Ginger Boyd