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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
LAW AND PUBLIC SERVICE
HONORS LEGAL AND FISCAL THEORY
Grade Level: 11
Credits: 5
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 27, 2012
SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING
APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS
APPENDIX B: ASSESSMENT EVIDENCE
APPENDIX C: INTERDISCIPLINARY CONNECTIONS
Board of Education
Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola Mr. William Bruno
Mrs. Elizabeth Canario Mrs. Kathie Lavin
Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction
Supervisors
Mr. Peter Krais
Introduction to Legal & Fiscal Theory (Honors)
Introduction
Course Philosophy
The United States legal and fiscal systems are two pillars that work in conjunction with each other to help
provide a framework for our American society. In order to understand how society and the individual are
impacted by our legal and fiscal systems, it is imperative that the 21st century learner is aware of the
underpinnings to these structures. A theoretical understanding of the basic tenets of civil and criminal law
along with financial literacy will illustrate their intricacies and interdependency. When the student is able
to comprehend and analyze the basic elements of our nation’s legal and financial systems they have the
potential to positively impact themselves and society at large.
Course Description
Honors Legal and Fiscal Theory is a course that offers students opportunities to explore the foundation,
evolution, and interconnectedness of our legal and fiscal systems. The theoretical and practical knowledge
from this course will be used to empower students to help them understand, analyze, and synthesize
material that directly impacts them and their place within the American society. Students will employ
strategies such as internet based research; collaborative inquiry, case studies, simulations, debates, and
guest speakers. Using authentic assessment students will understand how legal and fiscal decisions impact
themselves and the society that surrounds them. This course fulfills New Jersey’s graduation requirement
for 2.5 credits in financial, economic, business, and entrepreneurial literacy.
Course Map and Proficiencies/Pacing
Course Map
Relevant
Standards
Enduring
Understandings Essential Questions
Assessments
Diagnostic Formative Summative
6.1.12.C.12.d
6.1.12.A.14.a
9.2.12.A.10
9.2.12.F.3
6.3.12.A.1
9.4.12.L(5).1
9.4.12.L(5).11
9.4.12.L(5).12
RH 11-12.4
RH 11-12.9
RH.11-12.10
WHST 11-12.2
WHST 11-12.7
Law is a system
of rules created
by local, state,
and national
governments to
maintain order
and protect
persons and
property from
harm.
Why and how have legal structures been created, organized, maintained, and changed over time? Why does the structure of the United States court system ensure consistency and stability of the law? Why are laws necessary to maintain a stable society? Why is civic participation necessary for an effective and efficient legal system? How has the legal system insured private property rights to insure financial benefits?
Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions
Journals Quizzes Written Assignments Oral Presentations Observations Participatory Rubrics Role Play Research Assignments Interviews
Portfolios Unit Tests Projects Midterm Exam Final Exam
6.1.12.A.16.b
6.3.12.A.1
6.3.12.D.1
9.2.12.A.10
9.4.12.L(5).1
9.4.12.L(5).11
9.4.12.L(5).12
RH 11-12.1
RH 11-12.4
WHST 11-12.1
WHST 11-12.6
WHST 11-12.7
The United States’
Constitution is a
living document
What is the purpose of dividing legal responsibilities between the federal and state governments? What are the roles and responsibilities of the Constitution to the American people? Why does the judicial system use the Constitution to prevent the abuse of power by the government? How are current issues shaped by Constitutional controversies? How do Supreme Court rulings influence life and public policy? What Constitutional law has aided in financial security?
Pretest Student Survey
Oral Questions/ Discussion
Anticipatory Set Questions
Journals Quizzes
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Role Play
Research Assignments
Interviews
Portfolios
Unit Tests
Projects
Midterm Exam
Final Exam
6.1.12.A.13.b
6.1.12.C.13.a
6.3.12.A.1
6.3.12.C.1
9.2.12.C.8
9.2.12.D.6
9.2.12.E.9
9.4.12.L(5).1
9.4.12.L(5).11
9.4.12.L(5).12
RH 11-12.1
RH 11-12.7
RH 11-12.10
WHST 11-12. 2
WHST 11-12.6
WHST 11-12.10
Criminal Law is a body of
laws that define conduct
not allowed in United
States society because it
endangers the safety
and/or welfare of the
people.
What constitutes an act as a crime? Why are crimes arranged in a hierarchy of classification? How can it be determined if a punishment actually fits the crime committed? Why does the Constitution protect the rights of those accused of a crime? How has personal financial loss influenced criminal behavior?
Pretest Student Survey Oral Questions/ Discussion Anticipatory Set Questions
Journals Quizzes Chapter Test Written Assignments Oral Presentations Observations Participatory Rubrics Role Play Research Assignments Interviews
Portfolios Projects Midterm Exam Final Exam
6.1.12.C.13.c
6.3.12.A.1
9.2.12.E.8
9.2.12.E.9
9.4.12.L(5).1
9.4.12.L(5).11
9.4.12.L(5).12
RH 11-12.3
RH 11-12.8
WHST 11-12.1
WHST 11-12. 4
Juvenile law identifies children as being inherently different from adults and thus when children commit crimes the sentence is based in rehabilitation and not in punishment.
Why are juvenile delinquents treated differently from adult perpetrators? Why is there a need to introduce litigation relative to family relationships? How can the socioeconomic background of a family predict the likelihood of juvenile delinquency? How has the expense of the court system diminished the resources available to most in need?
Pretest Student Survey
Oral Questions/ Discussion
Anticipatory Set Questions
Journals Quizzes
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Role Play
Research Assignments
Interviews
Portfolios
Unit Tests
Projects
Midterm Exam
Final Exam
6.1.12.A.14.b
6.1.12.A.14.e
6.3.12.A.1
9.2.8.E.6
9.4.12.L(5).1
9.4.12.L(5).11
9.4.12.L(5).12
RH 11-12.2
RH 11-12.3
RH 11-12.9
WHST 11-12.1
WHST 11-12.6
Civil aw seeks to resolve non-criminal disputes.
What actions constitute a need for civil litigation? Why are laws that govern private legal affairs necessary? How is civil liability ascribed to a defendant? How is civil litigation used on a large scale? Why is personal injury law substantially at the core for tort reform? How does product liability law protect society? What is the financial cost to our local municipalities, states and federal government verses the financial gains?
Pretest Student Survey
Oral Questions/ Discussion
Anticipatory Set Questions
Journals Quizzes
Written Assignments
Oral Presentations
Observations
Participatory Rubrics
Role Play
Research Assignments
Interviews
Portfolios
Unit Tests
Projects
Midterm Exam
Final Exam
9.2 A1, E 1,2,4, 7 6.5 A1 6.1.12.D.16.c 6.3.12.C.1
Creating a personal budget is an ongoing lifelong skill.
What is a budget? Students will create a personal budget? How is a budget useful in business or personal life? Illustrate how an individual can fall into debt? What legal ramifications result from poor budgeting? Integrate the legal consequences resulting from bankruptcy?
Student Survey Oral Questions/ Discussion Anticipatory Set Questions Pre-test
Spreadsheets Quizzes Written Assignments Oral Presentations Internet Research Current Events Role Play Interviews
Portfolios Projects Unit Exam Final Exam
9.2 A1, E 3,7,8 6.6 D3,5, E 8 6.3.12.D.1 6.1.12.C.14.a 6.1.12.C.14.b 6.3.12.C.1 RH. 11-12.3. RH. 11-12-6 RH 11-12.8 RH. 11-12.9 WHST. 11-12.1. WHST. 11-12.4
The world is becoming increasingly dependent on a marketplace fueled by credit.
Will paper and coin currency become obsolete sometime in the 21st Century? Why is it important to establish “good” credit early in life? What is a FICO score and how is it used in Personal Finance? What is the relationship between credit and interest rates? How has the use of credit cards affected business and consumers in the U.S.? What purpose does a bank serve? What are the legal consequences of recent credit scandals in our financial system?
Pre-quiz Questionnaire Peer- Interview
Flow Charts Oral Presentations Essays
Portfolios Research Paper Unit Exam Final Exam
9.2 A1, E 8 6.5 B1 6.3.12.D.1 RH 11-12.2. RH. 11-12.3 RH 11-12.8 RH. 11-12.9 WHST. 11-12.1. WHST. 11-12.4
Banks are businesses that offer customers a variety of financial services and maintain their standing through regulation.
How does a bank operate like a business? Why are banking operations regulated by the government? What is the relationship between the banking industry and Wall Street? How has the self- policing of the banking system compromised our lives?
Guest Speaker Anticipatory set/questions
Flow Charts Project development Oral Presentations Essays
Portfolios Completed banking project Unit Exam Final Exam
9.2 A1 6.5 B7 6.3.12.D.1 6.1.12.C.5.a RH 11-12.2. RH. 11-12.3 RH 11-12.8 RH. 11-12.9 WHST. 11-12.1. WHST. 11-12.4
Investments can provide personal financial growth.
Where and how can a person invest their money?
How are risk and return related with regard to investments?
How can a person protect themselves from investment fraud or loss? What legal action does an individual or group have when impacted by unlawful behavior?
Guest Speaker Anticipatory set/questions Survey Pre- quiz
Stock Market Contest Internet Research Current Events
Portfolios Financial Article assessment Unit Test Final Exam
9.2 A1, E5 6.5 B7 6.3.12.D.1 WHST. 11-12.1. WHST. 11-12.4
Home ownership is
the “American
Dream” that requires
careful planning and
financial discipline.
What is a mortgage and why is it a part of homeownership? How does one qualify for a mortgage? What causes a catastrophic subprime downturn? What legal ramifications do individuals and banks have on a catastrophic subprime downturn?
Pre-test Guest Speaker Survey
Internet Research Written Assignments Role Plays
Portfolios Project Unit Test Exam
9.2, A1, E5 6.5 A9 6.3.12.C.1 6.3.12.D.1 RH 11-12.2. RH. 11-12.3 RH. 11-12.9 WHST. 11-12.1. WHST. 11-12.4
Car, home, health and life insurance can protect individuals from financial loss.
What protection does an insurance policy provide individuals? Where and how does an individual obtain car, home, or life insurance? What resulting loss could affect people who are under-insured or uninsured? What are the financial and legal liabilities of people who are under insured or uninsured?
Guest Speaker Survey Questionnaire
Policy Reviews Written Assignments Role Plays Question & Answering
Mock Application Portfolio Unit Test Final Exam
9.2 A1. 9.2 E2 6.1.12.C.14 a 6.3.12.D.1 RH 11-12.2. RH. 11-12.3
An individual who earns an income must pay taxes.
Why do individuals have to file taxes? How do taxes affect income? What paperwork is needed to file a tax return? What are the legal consequences of tax evasion?
Questionnaire
Policy Review Internet research Question & Answer
Completion of a 1040 EZ Unit Exam Final Exam
Proficiencies and Pacing
Unit Title Unit Understanding(s) and Goal(s) Recommended
Duration
Unit #1: The Evolution of Law/Law and the Legal System
Law is a system of rules created by local, state, and national governments to maintain order and protect persons and property from harm. Students will be able to trace the evolution of law, as well as and examine and evaluate the
development and goals of the American legal system and its relationship and relevance to
international law.
3 weeks
Unit #2:
Constitutional
Law
The United States’ Constitution is a living document
Students will be able to analyze the development and evolution of the United States
Constitution and explain how the three branches of government outlined in the Constitution
form the foundation of the American legal system.
4 weeks
Unit #3:
Criminal Law
Criminal law concerns government prosecution of a person for an act that is classified as a crime under common law as established by local, state, and national governments.
Students will be able to explain and assess the principles of the American Criminal Justice
System, including the classification of crimes, criminal courts, punishments for crimes, and the
overall effectiveness of the criminal justice system in reducing criminal activity.
4 weeks
Unit #4:
Juvenile Law
Juvenile law identifies children as being inherently different from adults and thus when children commit crimes the sentence is based in rehabilitation and not in punishment. Students will be able to compare and contrast concept of rehabilitation with that of punishment and analyze the role of rehabilitation within the juvenile justice system. Students will be able to analyze the role of student discipline within the larger school community.
2 weeks
Unit #5: Civil
Law
Civil law seeks to resolve non-criminal disputes. Students will be able to explain that civil laws and civil law courts are committed to protecting the rights of and resolving disputes between private citizens, organizations, and establishments.
5 weeks
Unit #6:
Money
Management
Creating a personal budget is an ongoing lifelong skill. Students will analyze and prepare a personal budget. Students will evaluate why and how debt accumulates. Students will evaluate the legal consequences resulting from bankruptcy.
3 weeks
Unit #7:
Consumer
Credit
The world is becoming increasingly dependent on a marketplace fueled by credit. Students will develop a broad perspective of the use and role of credit in the global economy. Students will be able to explain the relationship between interest and credit. Students will evaluate the legal consequences of fraud in our global economy.
3 weeks
Unit #8:
Banking
Banks are businesses that offer customers a variety of financial services. Students will apply banking functions to their personal finances. Students will be able to interpret a bank’s role and perspective in the financial industry. Students will evaluate the implicit and explicit contracts within the Banking Industry
3 weeks
Unit # 9:
Investing
Investments can provide personal financial growth. Students will gain knowledge about the relationship between financial risk and monetary gain. Students will gain an investor’s perspective in various investment strategies. Through retirement planning activities, students will empathize with retiree’s living on fixed incomes. Students will distinguish actionable litigation with regards to investment schemes.
4 weeks
Unit # 10:
Real Estate
Home ownership is the “American Dream” that requires careful planning and financial discipline.
Students will be able to explain the role of mortgages in real estate transactions. Students will be able to explain how the mortgage crisis started the Recession of 2008. Students will analyze the legal obligations of the subprime mortgage crisis to borrowers and
lenders.
2 weeks
Unit #11:
Insurance
Car, home, health and life insurance can protect individuals from financial loss. Students will explore the different types of insurance. Students will understand the purpose of insurance. Students will predict the legalities in regards to insurance.
3 weeks
Unit #12:
Taxes
An individual who earns an income must pay taxes. Students will understand the reason we pay taxes. Students will complete a 1040 form. Students will analyze case law of tax fraud.
2 weeks
Introduction to Legal and Fiscal Theory (Honors) -
Unit 1
Unit Plan
Enduring Understandings:
Law is a system of rules created by local, state, and national governments to maintain order and protect persons and property from harm.
Essential Questions:
Why and how have legal structures been created, organized, maintained, and changed over time?
Why does the structure of the United States court system ensure consistency and stability of the law?
Why are laws necessary to maintain a stable society?
Why is civic participation necessary for an effective and efficient legal system? How has the legal system insured private property rights to insure financial benefits?
Unit Goals:
Students will be able to trace the evolution of law.
Students will be able to examine and evaluate the structure and goals of the American legal system and its relationship and relevance to international law. Recommended Duration: 2 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
How has law evolved throughout history and laid the foundation for the American legal system?
How has American law evolved and continue to evolve as society changes politically, socially, and economically? What is the source of law in the United States? What is the role of the judicial branch in defining the limits of shared power between central and regional governments? How and why does the judicial branch make the ultimate decisions about how tension among the three branches of government should be resolved in accordance with the Constitution?
Students will know: The reasons why laws were/are established. The basic principles and structure of the American legal system. The importance of the codification of law. The historical principles and people that have laid the foundation for law and government in America. Students will be able to: Analyze primary and secondary sources. Create graphic organizers and Venn diagrams. Conduct interviews. Conduct self-evaluation. Create oral and visual presentations. Integrate technology. Interpret charts and graphs. Analyze statistics to find patterns. Debate relevant topics.
Compose position papers
and research papers.
Current textbook and resource binders Internet access Interactive whiteboard Laptops
Multimedia presentation and class discussion on the legislative process in the United Sates Students conduct research to trace the development and evolution of a teacher-selected law. Essay /case study test on
the legislative process
Graphic Organizer: In groups, students will create a graphic organizer to represent the structure of both the federal and NJ state court structure. Written Assignment: Why is the dual court system so complicated, yet so important to ensuring legal stability in the United States? Students will research and present to the class through a multimedia presentation a current issue that highlights the responsibility of the judicial branch (state or federal) to limit the legislative power of the central or regional government. In groups, students will be
assigned a legal change
that has occurred in the
United States during the
20th century. (Examples:
Roe v. Wade, lowering the
voting age, University of
Michigan Affirmative
Action, raising the drinking
age in NJ, same sex
marriage laws). Students
will be asked to chart the
social change that
provided the impetus for
legal action.
Journal entry rubric Written tests and quizzes Worksheets Project assessments Scenario/skit rubrics Presentation rubrics
Relevant Standards: 6.1.12.C.12.d; 6.1.12.A.14.a,9.2.12.A.10,9.2.12.F.3,6.3.12.A.1,9.4.12.L(5).1,9.4.12.L(5).11,9.4.12.L(5).12,
RH11-12.4, RH 11-12.9,RH.11-12.10,WHST 11-12.2,WHST 11-12.7
Differentiation
Students may want to digitally record interviews with adults to explore civic participation. Teachers may also assign
cooperative learning activities so that students of varied abilities may assist each other and work together on a task
or project.
Technology
Teachers may wish to use the following in lesson planning and in class activities: remote responders, user generated
multimedia presentations, class created webpages including blogs and discussion forums.
For multimedia presentations students may want to use specific presentation website, open content image
repositories, and other online resources. Also, presentations can be uploaded to a class Moodle page.
College and Workplace Readiness
The most important college and workplace readiness skill developed in this unit is the presentation of analyzed
material. The material should be researched in various ways (polls, internet research, and assigned material) with
opportunities to present in different modes, from a simple multimedia approach to the creation of a public service
announcement.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 2
Unit Plan
Enduring Understandings:
The United States’ Constitution is a living document.
Essential Questions:
What is the purpose of dividing legal responsibilities between the federal and state governments? What are the roles and responsibilities of the Constitution to the American people? Why does the judicial system use the Constitution to prevent the abuse of power by the government? How are current issues shaped by Constitutional controversies? How do Supreme Court rulings influence life and public policy? What Constitutional laws have aided in financial security?
Unit Goals: Students will be able to analyze the development and evolution of the United States Constitution and explain how the three branches of government outlined in the Constitution form the foundation of the American legal system.
Students will be able to analyze the impact the United States Constitution has on criminal and civil law.
Recommended Duration: 3 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
What are the powers and responsibilities of the three branches of government? How does the system of checks and balances prevent the abuse of power? How is the Constitution interpreted? How do Supreme Court decisions impact public life and policy? How are the central principles outlined in the Constitution preserved and how do they form the foundation of the American government? Why are federal courts charged with resolving cases regarding treatises, international commerce, and citizens from other states?
Students will know: The roles and purposes of the federal and state governments. The role of the U.S. Constitution in domestic and foreign affairs. The effects Supreme Court rulings have on legislation and public policies. Students will be able to: Analyze primary and secondary sources. Create graphic organizers and Venn diagrams. Conduct interviews. Conduct self-evaluation. Create oral and visual presentations. Integrate technology. Satisfactory completion of tests and quizzes. Interpret charts and graphs. Analyze statistics to find patterns. Debate relevant topics. Compose position papers and research papers.
Current textbook and resource binders Internet Parents Community resources Copies of the United States Constitution Access to Supreme
Court cases (online or in
print)
Create a Venn diagram graphic organizer with the headings “State,” “Federal,” and “Both.” List the powers of each in the appropriate column. Class discussion on the balance of the law, specifically common good versus protecting the individual. Students will be given four powers the Constitution says the states do not have. The students will first interpret the words narrowly and then broadly. Students will then decide which version they feel is correct and defend their position to the class. Each student will be
assigned a landmark
Supreme Court Case (i.e.
Roe v. Wade, Dred Scot v.
Sanford, Dartmouth
College v. Woodward,
Holden v. Hardy, Lochner v.
NY). Students will research
the impact of the court
case during the time period
in which it occurred, and
then trace the public
policies that the case
influence up to the present
day.
Post-test
Written assessment
rubric
Multimedia
presentation rubric
Debate rubric
Standards that apply: 6.1.12.A.16.b, 6.3.12.A.1, 6.3.12.D.1, 9.2.12.A.10, 9.4.12.L(5).1, 9.4.12.L(5).11, 9.4.12.L(5).12, RH 11-12.1,
RH 11-12.4, WHST 11-12.1, WHST 11-12.6, WHST 11-12.7
Differentiation
The teachers should implement “close reading” strategies in the analysis of the Constitution. Secondly, when
entering into the class discussion on “common good” versus “protecting the individual,” or on interpreting the United
States Constitution either in a broad or narrow scope, it may be advantageous to give an alternative of a more
structured “Lincoln-Douglas” style debate.
Technology
Moodle may be used to support this unit by providing a research bank of material that a student will need for
research.
College and Workplace Readiness
Formal debate processes and close reading provide for exercise of important college and career readiness skills.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 3
Unit Plan
Enduring Understandings:
Criminal law concerns government prosecution of a person for an act that is classified as a crime under common law as established by local, state, and national governments. Essential Questions:
What constitutes an act as a crime? Why are crimes arranged in a hierarchy of classification? How can it be determined if a punishment actually fits the crime committed? Why does the Constitution protect the rights of those accused of a crime? How has personal financial loss influenced criminal behavior?
Unit Goals:
Students will be able to explain and assess the principles of the American Criminal Justice System, including the classification of crimes, criminal courts, punishments for crimes, and the overall effectiveness of the criminal justice system in reducing criminal activity.
Recommended Duration: 4 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies Suggested Assessments
What does it mean to criminalize an action? Why are crimes classified by degree as well as by type? What are the purposes of
punishment?
What accounts for the high rate of recidivism in the American prison/justice system? What is the law enforcement process? Why and how does the Constitution protect the rights of those accused of a crime?
What is the process
leading up to a criminal
trial?
What are ways biases can
be alleviated in the
criminal justice system?
Students will know: The differences between civil and criminal laws and trails. The differences between misdemeanors, felonies, municipal, state, and federal laws. The role, purpose, and process of law enforcement. The different types and degrees of crimes and their punishments. Students will be able to: Analyze primary and secondary sources. Create graphic organizers and Venn diagrams. Conduct interviews. Conduct self-evaluation. Create oral and visual presentations. Integrate technology. Interpret charts and graphs. Analyze statistics to find patterns. Debate relevant topics. Compose position papers and research papers.
Current textbook and resource binders Internet Access Productivity suite Word processor New Jersey Criminal Law Code Community Resources
In pairs, students will
evaluate whether certain
actions should be crimes,
and if so, whether they
should be felonies or
misdemeanors.
Conduct class discussion
and group research and
presentations on case
studies that highlight the
different types (crimes
against person, property,
white collar crime, and
internet crime) and
classes of crime.
Class discussion on the
five reasons for
punishment.
Students may organize a student court. Have the class conduct a
mock criminal
investigation and then a
mock criminal trial.
Class discussion on the exclusionary rule Review the historical
background of Miranda
Rights and the Warren
Court rulings of the
1960s.
Class discussion on the supremacy clause to the constitution Students will simulate the jury selection for the trial of “Thomas Wade Carter.” and discussed amongst the class. Resources for this activity can be found in Criminal Justice in America pgs. 147- 149, distributed by the Criminal Rights Foundation, 2000).
Journal entry rubric Written tests and quizzes Project assessments Scenario/skit rubrics Presentation rubrics
Appropriate standards: : 6.1.12.C.12.d, 6.1.12.A.14.a, 9.2.12.A.10, 9.2.12.F.3, 6.3.12.A.1, 9.4.12.L(5).1, 9.4.12.L(5).11,
9.4.12.L(5).12, RH 11-12.4, RH 11-12.9, RH.11-12.10, WHST 11-12.2
Differentiation
Instead of having a large “forum” type debates, teachers can create Socratic discussion groups. The Socratic method
will work well with students who want a less adversarial approach. Also, when creating groups for a debate, the
teacher should consider bringing together students who have different abilities in order to make a more well-
rounded group.
Technology
An interactive white board will help to illustrate key points in either the large format debate or smaller group
presentations. Students should explore a “beyond bullet points” method, in which imagery replace wording on
slides.
College and Workplace Readiness
This unit exercises advanced presentation skills, and the balancing of imagery with presentation. Students will use
presentation skills in various college and workplace contexts.
Introduction to Legal and Fiscal Theory (Honors) - Unit 4
Unit Plan
Enduring Understandings:
Juvenile law identifies children as being inherently different from adults and thus when children commit crimes the sentence is based in rehabilitation and not in punishment. Essential Questions:
Why are juvenile delinquents treated differently from adult perpetrators? Why is there a need to introduce litigation relative to family relationships? How does school law fit into the larger paradigm of family law? What are the predictors of the likely of juvenile delinquency? How can the socioeconomic background of a family predict the likelihood of juvenile delinquency?
Unit Goals:
Students will be able to compare and contrast concept of rehabilitation with that of punishment and analyze the role of rehabilitation within the juvenile justice system. Students will be able to analyze the role of student discipline within the larger school community.
Recommended Duration: 2 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
Why are juveniles treated
differently from adults
within the United States’
legal system?
How does school law fit
within the philosophical
framework of the role that
juveniles occupy within the
larger society?
What are the predictors for
juvenile delinquency?
Students will know: How children are treated differently from adults within the United States judicial system. Why children are treated different from adults within the United States judicial system. Factors that lead to juvenile delinquency. The function of school law and school discipline. Students will be able to: Evaluate data and make a
determination as to factors
that lead to juvenile
delinquency.
Compare and contrast
family court/juvenile
justice system with the
larger adult justice system.
Understand the practicality
and philosophy of school
discipline.
Text material
Internet access
Primary and secondary
source material
School handbook (either
hardcopy or electronically)
Interactive white board or
some other multimedia
presenter that can show
slides.
Students will read state
guidelines to juvenile
justice system and
compare and contrast
juvenile system with that
of the adult system.
Socratic circle for a
compare and contrast of
juvenile justice system with
adult system
Students will read through
the student handbook
portion that deals with
school discipline. What are
the guiding principles for
the consequences of a
given act? What changes
should be made? (This will
be completed in written
essay form followed by a
discussion.)
Guest speaker: School
administrator, to discuss
school law
Students will research case
law for individual crimes
committed by juveniles.
After researching the
background of the
individual offenders groups
of students will develop a
list of precursors most
likely to be related to
juvenile delinquency.
Groups will present their
findings and engage in peer
evaluation.
Pre and post-test
Essay rubric
Presentation rubric
Socratic method rubric
Appropriate standards: 6.1.12.C.13.c, 6.3.12.A.1, 9.2.12.E.8, 9.2.12.E.9, 9.4.12.L(5).1, 9.4.12.L(5).11, 9.4.12.L(5).12, RH 11-
12.3, RH 11-12.8, WHST 11-12.1, WHST 11-12. 4
Differentiation
One way to differentiate in unit four is through school law presentations. The school administrator, for example, may
work with small groups or be available for one-on-one interviews rather than provide a whole-class presentation.
Technology
Skype or other video/audio-conferencing tools may be used to assist in one-to-one interviews, and to broaden
perspectives beyond the local school community’s.
College and Workplace Readiness
This unit exercise research and analysis skills, particularly the drawing of conclusions from data sets. In addition,
students will be required to apply information gleaned from presentations and possibly interviews, thus creating
opportunities to exercise active listening skills.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 5
Unit Plan
Enduring Understandings:
Civil law seeks to resolve non-criminal disputes.
Essential Questions:
What actions constitute a need for civil litigation? Why are laws that govern private legal affairs necessary? How is civil liability ascribed to a defendant? How is civil litigation used on a large scale? Why is personal injury law substantially at the core for tort reform? How does product liability law protect society? What is the financial cost to our local municipalities, states and federal government verses the financial gains?
Unit Goals:
Students will be able to explain that civil laws and civil law courts are committed to protecting the rights of and resolving disputes between private citizens, organizations, and establishments.
Recommended Duration: 5 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
How can citizens raise community and government awareness about current issues that impact society legally, socially and economically? How can private citizens propose and/or amend civil laws? How does the civil law system/process differ from the criminal law system/process? Why are civil laws codified? How do civil cases impact individuals, communities, and organizations? What is the significance of a class action lawsuit on society? In civil litigation how is liability assigned? How are different groups treated in civil court? What accounts for biases in the civil court system?
Students will know: Differences in civil and criminal cases. Categories of civil law. Alternatives to a civil law trial. The civil trial process.
Students will be able to:
Analyze primary and secondary sources. Create graphic organizers and Venn diagrams. Conduct interviews. Conduct self-evaluation. Create oral and visual presentations. Integrate technology. Interpret charts and graphs. Analyze statistics to find patterns. Debate relevant topics Compose position papers
and research papers.
Current textbook and resource binders Online newspaper access Internet access Community resources
Moodle access
Create a graphic organizer
comparing/contrasting the
civil and criminal law
systems.
Find a newspaper article that concerns a civil law topic and a newspaper article that concerns a criminal law topic. Students will identify the different aspects of each type of legal issue including defendant, prosecution, plaintiff, burden of proof, punishment and consequences, etc. Participate in a civil law mock trial simulation activity. Participate in a jury selection simulation for a civil case. Students will examine NJ’s product liability statues. In groups, students will then review product liability cases from the past 50 years and draw conclusions about the severity of the cases. Using Moodle, students will use the case Walmart v. Dukes to understand the issues surrounding class action lawsuits as well as bias issues in civil litigation. After reading the appropriate material from the Moodle site students will compose a case review for either the defendants or the class.
Written pre and post-tests
Worksheets Project assessments Simulation rubrics Essay rubrics
Appropriate standards: : 6.1.12.A.14.b, 6.1.12.A.14.e, 6.3.12.A.1, 9.2.8.E.6, 9.4.12.L(5).1, 9.4.12.L(5).11, 9.4.12.L(5).12, RH
11-12.2, RH 11-12.3, RH 11-12.9, WHST 11-12.1, WHST 11-12.6
Differentiation
The teacher may introduce some abbreviated text of cases on an “as-needed” basis. Further, there should be a
reliance on close reading strategies for some of the more detailed examples being used throughout this unit.
Technology
Case information and articles can be posted to Moodle. Students can upload their written work as well for peer
review and comment, or for the teacher to assess privately.
College and Workplace Readiness
Students can use either the Moodle site or Google Docs in order to collaborate on specific assignments for civil law.
The electronic collaboration will exercise important college and workplace readiness skills.
Introduction to Legal and Fiscal Theory (Honors) - Unit 6
Unit Plan
Enduring Understandings:
Creating a personal budget is an ongoing lifelong skill. Essential Questions:
What legal ramifications result from poor budgeting? Integrate the legal consequences resulting from bankruptcy? Students will create a personal budget? How is a budget useful in business or personal life? Illustrate how an individual can fall into debt? Unit Goals:
Students will analyze and prepare a personal budget. Students will evaluate why and how debt accumulates. Students will evaluate the legal consequences resulting from bankruptcy. Recommended Duration: 3 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
How can a lack of budgeting lead to personal bankruptcy? Why is an itemized budget so important to a business or governmental agency? How is a proper budget adequately prepared?
With a budget deficit, how are expense cuts decided on? How are savings maximized?
Students will be able to: Brainstorm what a budget is and the importance of a personal, business, governmental agency budget. List the steps of preparing a practical budget.
Determine how to plan
a working budget.
Prioritize expenses and decide what expenses can be cut or lowered when there is a budget deficit. Identify several ways to increase your personal savings.
Current textbook and resource binders Sample budgets Class Moodle site Business Week online Money Smarts simulation Productivity suite Internet access
Guest Speaker: Personal Bankruptcy Attorney and Claimant—use the information presented as part of an essay analyzing the challenges of creating a successful personal budget. Analyzing budgets from local community, state and federal agencies: The budget analysis should be done in a cooperative learning style where the teacher will have the students break up the budget for a specific agency or local government. Student group will report out to the class if the budget is viable. The group will further report out as to what the budgetary challenges are for the agency or government being featured in the presentation. Create a student personal budget and post to class Moodle. Math simulations related to income and expenses variables Independent work on Money Smarts simulations
Pre and post-tests Written assessment Math worksheets Agency budget analysis assessments Personal budget assessment Article summaries Responses to discussion questions
Appropriate standards: 9.2 A1, E 1,2,4, 7 6.5 A1, 6.1.12.D.16.c, 6.3.12.C.1
Differentiation
Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one
teacher support, additional testing time, and use of visual and auditory teaching methods. A wide variety of
assessments and strategies complement the individual learning experience.
One idea for differentiation when creating a personal budget is to have a small group create a fictional budget and
break down the budgetary process in a cooperative learning approach.
Teachers can use a multi-sensory approach to this unit. Visual aids would include document and data based questions
along with images using interactive white board. Auditory processors will excel when debating bankruptcy issues.
Tactile learners will be provided with live documents to explore and enhance learning. Assessments will incorporate
multi-sensory components.
Technology
Applying the spreadsheet application to an electronically shared mode such as Google Docs or uploading the
document onto the class Moodle site will make manipulating the document easier and provide for rich collaborative
learning.
College and Workplace Readiness
This unit features the important central item of budget creation and analysis. As budget creation is a fundamental
element in everyone’s lives, both personally and professionally, this skill is will be one that students will rely on long
into their collegiate and workplace future.
Introduction to Legal and Fiscal Theory (Honors) - Unit 7
Unit Plan
Enduring Understandings:
The world is becoming increasingly dependent on a marketplace fueled by credit.
Essential Questions:
What are the legal consequences of recent credit scandals in our financial system? Will paper and coin currency become obsolete sometime in the 21st Century? Why is it important to establish “good” credit early in life? What is a FICO score and how is it used in Personal Finance? What is the relationship between credit and interest rates? How has the use of credit cards affected business and consumers in the U.S.? What purpose does a bank serve?
Unit Goals:
Students will develop a broad perspective of the use and role of credit in the global economy. Students will be able to explain the relationship between interest and credit. Students will evaluate the legal consequences of fraud in our global economy.
Recommended Duration: 3 Weeks
Guiding/Topical Questions
Content/Themes/ Skills
Resources and Materials
Suggested Strategies Suggested Assessments
What is the difference between a credit card and a debit card? What is a personal credit score and how is it computed? Why is it important to protect your good reputation as a borrower? What should you know before using credit? Predict why you will need more than one type of credit? What are some sources of consumer credit? What factors are the most important in your choice of a credit card?
Students will be able to: Explain the meaning of consumer credit. Differentiate between closed-end credit and open-end credit. Identify factors to consider when choosing a loan or credit card. Explain how to build and protect credit rating. Discuss how to protect from fraud and identity theft. Identify ways to manage debt problems. Describe costs involved in obtaining credit. Understand why borrowers must provide a financial profile to obtain credit. Discuss various consumer agencies that a borrower can contact to dispute billing errors and identify theft.
Credit card application, both hardcopy as well as online application Sample credit card applications Current textbook and resource binders Guest speaker – loan officer, consumer protection agencies Business Week online Money Smarts simulation Productivity suite Internet
Apply for a mock credit card. Using readily available application resources from local institution. Students will analyze what type of card they will require and will be able to afford. Using an online resource, compute a fictitious credit score. In essay form, students will then explain what creates a good or bad credit score and how credit scores translate to loan needs. Analyze a large loan application (educational, car and home) and conduct a multimedia presentation “walking through” the application. Use the Internet to locate consumer protection agencies. Independent work on Money Smarts simulation
Pre and post-tests
Mock application/peer assessment
Math worksheets Project assessments Article summaries Responses to discussion questions
Relevant standards: 9.2 A1, E 3,7,8, 6.6 D3,5, E 8, 6.3.12.D.1, 6.1.12.C.14.a, 6.1.12.C.14.b, 6.3.12.C.1, RH. 11-12.3, RH. 11-12-6, RH 11-12.8, RH. 11-12.9, WHST. 11-12.1, WHST. 11-12.4
Differentiation
For this unit, one specific differentiation strategy is the use of small groups when filling in the fictitious credit application. The teacher may also wish to model the application process on an interactive whiteboard for students who are more visual learners.
Technology
Credit score and other web sites used in this unit can provide for discussions on privacy and other concerns, as well as present a launching pad for predictions on how technology will continue to influence financial and other behaviors.
College and Workplace Readiness
Students will be learning processes for applying for and maintaining loans. As students graduate high school, they may be directly affected by credit card applications and loans for college and more. Students will gain skills toward financial responsibility relative to credit cards and loans.
Introduction to Legal and Fiscal Theory (Honors) - Unit 8
Unit Plan
Enduring Understandings:
Banks are businesses that offer customers a variety of financial services and maintain their standing through regulation.
Essential Questions:
How does a bank operate like a business? Why are banking operations regulated by the government? What is the relationship between the banking industry and Wall Street? How has the self- policing of the banking system compromised our lives?
Unit Goals:
Students will apply banking functions to their personal finances. Students will be able to interpret a bank’s role and perspective in the financial industry. Students will evaluate the implicit and explicit contracts within the Banking Industry.
Recommended Duration: 3 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
Can banks enforce contracts with consumers when those contracts are merely implied?
What are the differences between a commercial bank, savings and loan and a credit union? What types of financial services and products do banks offer? How do you choose a bank that satisfies your needs? How do you open and use a checking account? How do banks make money?
Students will know
that:
There are various contractual agreements within the Banking Industry. There are different
types of lending
institutions that serve
various roles.
Electronic banking is increasingly becoming central to the entire banking industry. There are a wide variety
of banking products that
cater to specific needs
of the depositor.
There are different
types of checking
accounts with specific
procedures to open and
maintain them.
Banks make money
through fees and
interest rates.
Students will be able
to:
Analyze the different
types of banking
institutions and evaluate
the products and
services they provide.
Understand the effect of
interest on depositors
and on banking
institutions.
Guest speaker –
bank officer
Business Week online
Text and
publisher
supplemental
material
Money Smarts simulation Productivity suite Internet access South Amboy
Bank – Bank
Simulation
Class Moodle
access
Use the internet to compare and contrast different lending institutions. Students will evaluate which institution works best for them given a specific set of hypothetical personal circumstances. Students will use the Internet to compare different financial services. In a multimedia presentation they will present their findings and try to “sell” their assigned institution’s financial products to the rest of the class. Participate in a simulated banking cycle to conduct checking account procedures Math simulations related to bank reconciliation and interest rates Independent work on Money Smart simulations Independent work on South Amboy Bank Simulation
Pre and post-tests Math simulations Project assessments Article summaries Responses to discussion questions Money Smarts simulation South Amboy Bank simulation Portfolio assessment
Applicable standards: 9.2 A1, E8, 6.5 B19.2 A1, E 8, 6.5 B1, 6.3.12.D.1, RH 11-12.2., RH. 11-12.3, RH 11-12.8, RH. 11-12.9,
WHST. 11-12.1., WHST. 11-12.4
Differentiation
Research to compare and contrast various institutions can easily be transformed into a cooperative learning project in which
different students can pick up individual elements. For visual learners the various elements of this particular project can be
represented through charts and graphs making it easier for some students to see comparisons.
In the banking simulation it might be better in certain instances to partner different students in order to take advantage of
individual strengths.
Technology
Moodle can easily be incorporated in Unit Eight. One very good use of this will be to have either individual students
or groups of students upload their research on the various banking institutions. Once the research is uploaded the
teacher can manipulate Moodle to have the research shared with the entire class. The class can come together as a
whole to discuss the merits of the individual institutions and conduct peer evaluation.
College and Workplace Readiness
The content in this unit relates directly to experiences that students will have with financial institutions later in life,
both as they pursue careers in law and public service and as they work to fulfill personal goals.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 9
Unit Plan
Enduring Understandings:
Investments can provide personal financial growth.
Essential Questions:
Where and how can a person invest their money? How are risk and return related with regard to investments? How can a person protect themselves from investment fraud or loss? What legal action does an individual or group have when impacted by unlawful behavior?
Unit Goals:
Students will gain knowledge about the relationship between financial risk and monetary gain. Students will gain an investor’s perspective in various investment strategies. Through retirement planning activities, students will empathize with retiree’s living on fixed incomes. Students will distinguish actionable litigation with regards to investment schemes.
Recommended Duration: 3 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
What legal recourse does an individual have if victimized by an investment scheme? Why would a person invest money? What personal goals should be considered when planning an investment strategy? What are stocks and bonds and how do they function? What personal goals should be considered when planning an investment strategy? What are stocks and bonds and how do they function? What are some risks involved in stocks and bonds? What causes some investments to be more speculative than others? How are personal investments dependent on current budget and personal needs?
Students will be able to: Review case law to identify prior investment scandals and their individual outcomes. Recognize the limitations an individual experiences verses big business (class action lawsuits). Explain how to establish goals for an investment plan. Identify the factors that affect your investment choices. Explain the steps involved in developing a personal investment plan. Differentiate the risks involved among various investment strategies. Identify sources of financial information and explain their benefits. Explain how your personal budget and needs determine your investment status. Analyze past, current and future stock market trends. Demonstrate how to maintain an investment record. Research and select stocks for personal investment. Identify and differentiate the various types of bonds and mutual funds available to the investor.
Wall Street Journal Money Magazine Web-based investment tool Standard and Poor’s and Moody’s Manuals Guest Speaker
Guest speaker-either a financial planner or Wall Street trader—Student can use the information along with some preliminary reading on investment to use as a starting point for their research on investment strategies. Students may simulate stock market investing through online research and fictitious purchasing of stock with a set amount of money at the start of the simulation.
Pre and post-test Written essay Simulation rubric Article analysis rubric
Appropriate standards: 9.2 A1, 6.5 B7, 6.3.12.D.1, 6.1.12.C.5.a, RH 11-12.2, RH. 11-12.3, RH 11-12.8, RH. 11-12.9, WHST. 11-
12.1, WHST. 11-12.4
Differentiation
As this includes reasons to invest and investment strategy, there may be a need for differentiation especially in the
simulation of stock market investment. The teacher can first model specific stock market investment strategies. Also,
the teacher can group students in the simulation to accentuate individual student strengths. Finally, the teacher may
want to narrow the focus of the simulation to include only a few specific companies, and then expand the simulation
to a wider range of companies once students illustrate mastery of the basic concepts.
Technology
Although students can conduct research through print-based resources such as the Wall Street Journal, there is now
very well enhanced web based stock research sites such as Yahoo-Financial and others. With the interactive quality
of web-based stock market research sites, the information becomes much more “user-friendly” for the student.
Another technology tool to bring in to the classroom for this unit is the web-based simulation, The Stock Market
Game. This game runs a simulation of stock market investment that is very real yet easy to use.
College and Workplace Readiness
When doing investment research online, not only are students developing the practical skill of investment strategy,
they are also learning the skill of interactive research.
Introduction to Legal and Fiscal Theory (Honors) - Unit 10
Unit Plan
Enduring Understandings:
Home ownership is the “American Dream” that requires careful planning and financial discipline.
Essential Questions:
What is a mortgage and why is it a part of homeownership? How does one qualify for a mortgage? What causes a catastrophic subprime downturn? What legal ramifications do individuals and banks have on a catastrophic subprime downturn?
Unit Goals:
Students will be able to explain the role of mortgages in real estate transactions. Students will be able to explain how the mortgage crisis started the Recession of 2008. Students will analyze the legal obligations of the subprime mortgage crisis to borrowers and lenders.
Recommended Duration: 2 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
Why is buying a home a sound investment? How do you apply for a mortgage? What factors are considered to the applicant when applying for a home loan? What types of mortgage options are available to you? What are the different types of real estate investments? What are subprime loans, and why are they often attractive to home buyers? What are the legal responsibilities of the banks and individuals regarding the subprime mortgage crisis?
Students will be able to: Identify the reasons for investing in a home. Analyze various investment properties and determine if the investment property meets personal needs. Understand the appropriate and legal procedures conducted when purchasing a home. Determine various types of mortgage options and compute mortgage rates.
Determine how one conducts a property appraisal. Describe the conditions that created the sub-prime mortgage crisis of the 21rst Century.
Compare and contrast the legal responsibilities with the individuals versus the banks with their involvement in the subprime mortgage crisis.
Sample real estate property listings, mortgage application and contract Internet, virtual home tours, property listings Productivity suite Guest speaker- real estate broker, real estate attorney, or mortgage broker
Analyzing local property listings: Students compare and contrast values of specific homes and present what gives a home its value. Survey property values: Research and report to class what makes property values rise and fall. Students will compare mortgage rates based upon interest from different lending institutions. Students will compute different monthly payments based upon the length of the loan and amount of interest identified by a lending institution. Multimedia presentation Students will have a forum on the challenges of the home leaning industry. Part of the forum will reference how and why lending institutions made risky real estate loans.
Pre and post test Math worksheets related to mortgage rates Multimedia presentation Forum rubric Article summaries Home purchase simulation
Appropriate standards: : 9.2 A1, E5, 6.5 B7, 6.3.12.D.1,, WHST. 11-12.1, WHST. 11-12.4
Differentiation
For Unit 10, the teacher can differentiate by introducing a variety of reading material that explains the challenging
concept of housing and real estate market pricing at different comprehension levels. Also, instead of using a forum
type format for the housing lending crisis, the teacher should consider a strategy such as a Socratic Circle that will
allow every student to speak. This strategy works well for the verbal learner.
Technology
With the Unit 10 lesson on housing and real estate prices, the teacher should use many of the electronic real estate
sites that are available for virtual house tours. This will make it easier to work through the lesson on housing prices
to identify in a very authentic manner how different houses cost more or less based upon amenities and rooms, and
allow for discussion on effective web-based presentation of such qualities.
College and Workplace Readiness
Students will utilize the web to consider various points of data as they try to reach “real world” conclusions, such as
calculating property value and housing pricing. Also, this unit asks students to argue a point in a persuasive manner.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 11
Unit Plan
Enduring Understandings:
Automobile, home, health and life insurance can protect individuals from financial loss.
Essential Questions:
What protection does an insurance policy provide individuals? Where and how does an individual obtain car, home, or life insurance? What resulting loss could affect people who are under-insured or uninsured? What are the financial and legal liabilities of people who are under insured or uninsured?
Unit Goals:
Students will understand the purpose of insurance. Students will understand the need for different types of insurance. Students will analyze what insurance is able to cover and why
Recommended Duration: 3 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
Why is it important to obtain insurance? What types of insurance are available? How can you develop an insurance program which will protect you from financial loss? What is risk management? Whose legal responsibility is it if a person is under-insured? Why is it mandatory that all drivers have auto insurance? What are the types of auto insurance? What are the cost factors of an auto insurance policy? What is contractually covered under a homeowner’s policy? What are the cost factors of a homeowner’s policy?
What are the challenges
that come out of
healthcare insurance?
Who or what is to blame
for the coast of healthcare
and healthcare insurance?
Students will be able to: Explain the purpose of insurance. Review Case Studies of Insurance Claims. Identify the types of car, home, health and life insurance policies. Define risk management. Describe the legal
ramifications of not having
car insurance.
Analyze how a
homeowner’s insurance
policy works and what is
legally covered under such
a policy.
Understand why an adult
needs to acquire health
insurance.
Analyze why health
insurance and healthcare
in general is exceedingly
expensive.
Evaluate what the
alternatives are to
traditional healthcare
plans.
Sample insurance brochures and policies Internet Computer, productivity suite Guest speaker: insurance
agent, policy analyst
Class discussion on the
need for insurance.
Research on the concept of
risk management as it
relates to insurance and
financial lose
Research on case law for
auto insurance issues.
Students will go through
the steps a simulation for
acquiring automobile
insurance.
Students may do an
analysis of a homeowner’s
insurance policy.
Students may conduct a
forum on healthcare
insurance costs and
healthcare reform.
Pre and post-test
Simulation rubric
Filling out forms in
appropriate manner.
Rubric for form analysis
essay/written assignment.
Forum and/or debate
rubric
Appropriate standards: 9.2, A1, E5, 6.5 A9, 6.3.12.C.1, 6.3.12.D.1, RH 11-12.2., RH. 11-12.3, RH. 11-12.9, WHST. 11-12.1,
WHST. 11-12.4
Differentiation
The teacher may facilitate a structure “Lincoln-Douglas debate” on healthcare reform instead of a forum if there is a
need for a more formalized approach. If the teacher has a number of students who want to openly participate in a
forum, a Socratic Circle in which the students can have ample time to speak, but no one student can dominate the
discussion, may be suitable.
Technology
Teachers may use Skype or other audio/video-conferencing tools to facilitate access to guest speakers, as well as
broaden perspectives beyond those of the local school community.
College and Workplace Readiness
Students will quickly need a working understanding of automobile insurance if they want to own an automobile in
the near future. An understanding insurance is even more emphasized as students begin to enter the workforce and
are faced with such a wide variety of health insurance options.
Introduction to Legal and Fiscal Theory (Honors) -
Unit 12
Unit Plan
Enduring Understandings:
An individual who earns an income must pay taxes.
Essential Questions:
What are the different types of taxes? What are the legal consequences if an individual avoids paying taxes? How does a person compute his/her personal income taxes? How does your income reflect the amount of taxes you pay? What is the difference between tax evasion and tax fraud? What is the importance of a 1040 EZ form? What type of assistance is available when filing your tax return? Unit Goals:
Students will understand the reason we pay taxes. Students will evaluate the effects of progressive and regressive taxation. Students will complete a 1040 form. Students will analyze case law of tax fraud.
Recommended Duration: 2 Weeks
Guiding/Topical
Questions
Content/Themes/
Skills
Resources and
Materials Suggested Strategies
Suggested
Assessments
What are the different types of taxes? What is the difference between a regressive and progressive tax? How does your income reflect the amount of taxes you pay? How does a person compute his/her personal income taxes? What is the importance of a 1040 EZ form? What type of assistance is available when filing your tax return? What is the difference between tax evasion and tax fraud and what are the legal ramifications of each?
Students will be able to: Discuss the differences between local, state and federal taxes. Evaluate the economic and social consequences of regressive and progressive taxation. Identify and calculate
personal taxable
income.
List and describe the tax deductions and tax credits from a paycheck stub. Explain W-4 and W-2 forms, and identify the purpose of the forms. Identify the different types of tax forms. Generate a list of tax preparers. Classify the various legal
consequences to an
individual who avoids
paying taxes (federal,
state and local
legislation).
Sample pay stubs Sample W-4 and W-2 forms Sample 1040 EZ form Internet access Moodle Computer access, Productivity suite, spread sheet Guest speaker: tax
preparer, accountant
Students will analyze a
sample paystub using a
multimedia approach.
The analysis will identify
data from the paystub
to develop discussion
about what tax people
pay relative to income
and why.
Students will compute a
sample income tax
based on W-2 and W-4
forms. Students will
introduce their
computations and
evaluate the issue of tax
burden based upon
student findings.
Students will read
existing case law for
taxation. Students will
analyze the differences
between a tax loophole,
failure to pay taxes, and
a tax fraud. Students
will break up these
three categories into
specific areas that
student groups will be
able to create group
multimedia
presentations.
Authentic assessment of preparing a tax form Math rubric Pre and post-test Illustrating appropriate interpretation of paystub and W-2, W-4 form
Appropriate standards: 9.2 A1. 9.2, E2, 6.1.12.C.14a, 6.3.12.D.1, RH 11-12.2
Differentiation
The teacher may use a document camera to assist visual learners. With the document camera, the teacher can show
a paystub or W-2 form to the entire class and then manipulate the form as needed. Another differentiation idea is to
have the students formulate an income tax return in small groups instead of as individuals. For auditory learners, a
guest speaker on accounting or taxation would be very helpful.
Technology
In this unit, there is a need for the teacher to use specific forms (W-2 forms, paystubs, 1040 tax return forms). To
help use these forms to their fullest potential, the teacher may consider using a document camera. This piece of
technology will go further than a simple PowerPoint slide of a generic form as the document camera can facilitate in
manipulating the forms for specific class use.
College and Workplace Readiness
This unit goes far in helping the student understand how his or her pay is broken down for tax purposes and how to
calculate income tax. Having a close understanding of one’s “take home” pay, and how to calculate one’s own tax
return, is an extremely important life skill to have.