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Georgia Performance Standards for American Government/Civics – Grades 9-12
UNIT 2 – “Your Day in Court is Coming”
Elaborated Unit Focus
In this unit students will work towards an understanding of the United States criminal justice system.
Through a complete criminal justice simulation (including mock arrests, arraignments, trials, etc) students
will have opportunities to role play, analyze, and critique the system. Looking through the conceptual
lens of beliefs and ideals, students will gain a deeper understanding of the reasons why so many rights are
provided to accused persons in the U.S. and the delicate balance between protecting individual liberties
while watching out for the public interest. The theme of conflict resolution will help students understand
items relating to the criminal justice process and sentencing. The theme of rule of law will give students
a better understanding of the actual written rights of the accused and the court process.
Standards/Elements
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
b.
Analyze due process law expressed in the Fifth and Fourteenth Amendments.
c.
Explain selective incorporation of the Bill of Rights.
d.
Explain how government seeks to maintain the balance between individual liberties and
the public interest.
e.
Explain every citizen’s right to be treated equally under the law.
SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary.
a.
Explain the jurisdiction of the federal courts and the state courts.
c.
Describe how the Supreme Court decides cases.
d.
Compare the philosophies of judicial activism and judicial restraint.
SSCG21 The student will demonstrate knowledge of criminal activity.
a.
Examine the nature and causes of crimes.
b.
Explain the effects criminal acts have on their intended victims.
c.
Categorize different types of crimes.
d.
Explain the different types of defenses used by perpetrators of crime.
SSCG22 The student will demonstrate knowledge of the criminal justice process.
a.
Analyze the steps in the criminal justice process.
b.
Explain an individual’s due process rights.
c.
Describe the steps in a criminal trial or civil suit.
d.
Examine the different types of sentences a convicted person can receive.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 1 of 6
Copyright 2011 © All Rights Reserved
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Georgia Performance Standards for American Government/Civics – Grades 9-12
Enduring Understandings/Essential Questions
Students will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
 What ideals of our society are protected by the criminal justice process?
 Does the criminal justice process place too much emphasis on due process?
 Why does the criminal justice system allow so many defenses to be presented?
 In what ways do the ideas of judicial restraint and activism reflect different ideals of our society?
Students will understand that societies resolve conflicts through legal procedures, force, or
compromise.
 To what extent is the criminal justice process in America effective at resolving conflicts?
 How effective are various sentencing options at resolving conflict?
Students will understand that in a democracy, rule of law influences the behavior of citizens,
establishes procedures for making policies, and limits the power of government.
 How are criminal actions defined in America?
 Why is it important to explicitly state rights like those found in the Bill of Rights and the 14th
Amendment?
Sample Balanced Assessment Plan
Description of assessment
Students are given several situations or scenarios (preferably “real life”)
and asked to determine whether the result was “fair” or not. This should
lead into a class discussion on equal treatment under the law. Students
should complete a journal entry or short paragraph on the importance of
equal treatment under the law.
Brainstorm a list of rights found in the criminal justice system. Students
read the 4th, 5th, 6th, 7th, 8th, and 14th Amendments. Discuss with the class
the protections found in each amendment and lead a discussion as to why
those amendments are in existence (direct tie-in to beliefs and ideals).
Matching quiz matching rights to their correct amendment. Court cases
may also be introduced here as a differentiation tactic.
Research “selective incorporation.” Students are to write a letter to
another government class (preferably one in the same school) explaining
selective incorporation. They should exchange letters with a class and
“grade” each other according to a rubric that the students develop.
After completing graphic organizer on court jurisdiction, read a series of
scenarios and determine which level of court would have jurisdiction in
that case.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 2 of 6
Copyright 2011 © All Rights Reserved
GPS
Type of assessment
6e
*Dialogue and
Discussion
Constructed
*Response
*Self-Assessment
6b,
*Informal Observation
22b
*Dialogue and
Discussion
*Selected Response
6c
*Constructed
Response
*Self-Assessment
16a
*Informal Observation
*Selected Response
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Georgia Performance Standards for American Government/Civics – Grades 9-12
Jigsaw activity where students are give a list of terms (stare decisis, writ
of certiorari, rule of 4, judicial activism, judicial restraint, holding,
majority opinion, dissenting opinion, concurring opinion, etc). Students
in small groups find the meanings to these words and create an example
using the term correctly and explain these to the class. As students
discuss, complete graphic organizer. Students are then to write a
fictional story or create a newscast or skit about a case going to the
supreme court using x number of terms as determined by teacher.
Matching crimes/court cases to their appropriate description.
16c
16d
*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
21c
*Selected Response
Sample Performance Task
*Note about task: For this task to work, you will need to conduct a mock trial of the
Haley Brunetti case in your class prior to the completion of the task. For best results, every step
of the criminal justice process should be done in mock fashion. There should be an arrest,
booking, arraignment, etc. During each step, special attention should be given to the protections
given to the accused and to the beliefs and ideals that are present underpinning those protections.
The task as written is based on the case of Brunetti v. Georgia (see resources below),
which was the 2000 State Mock Trial case. The case does not come with a verdict. To discuss
sentencing, the teacher should either have the students deliver a verdict and sentence or the
teacher should inform the students of the sentence (made up by the teacher.) In order for the
task to work as written, the teacher must inform the students that Hayley Brunetti was found
guilty and given a particular sentence at the conclusion of the trial.
Performance Task for Unit 2: “Your Day in Court is Coming”
Enduring understanding: Students will understand that the beliefs and ideals of a society influence
the social, political, and economic decisions of that society.
Standards: SSCG 6b,d,e, 21, 22
It has been years since the trial of Haley Brunetti. Since you were a major player in that case
(witness/attorney/media), a publishing company has contacted you to write your memoirs so they can
publish them. The requirements from the publisher are:



An introduction with a brief description of your role in the case.
- This should be no more than a paragraph.
A chapter about the crime committed by Brunetti.
- Include the type of crime, the causes of crime in general, the effect that the
crime had on its victim (intended and unintended).
- This chapter should be no more than 2 paragraphs.
A chapter analyzing the criminal justice process in America.
- Include a step by step description of what Brunetti went through beginning with his arrest.
- Include at LEAST 3 protections offered to Brunetti and which amendments and/or court cases
describe those protections.
- This chapter should be no more than 2 paragraphs.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 3 of 6
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12


A chapter examining the defendant’s defense and sentencing.
- Describe the different types of courts this case went to (or could have gone to) on appeal.
- Describe Brunetti’s defense and other options he had.
- Describe the sentence Brunetti received and other options that were possible.
- This chapter should be no more than 2 paragraphs.
FINALLY, the MOST IMPORTANT chapter is on the role of beliefs and ideals in the
process. The publisher would like you to answer each of the following questions in a
paragraph or two:
- How is the criminal justice process guided by our beliefs and ideals?
- Have the beliefs and ideals practiced in this case changed since the passing of the Bill
of Rights? If so, in what ways? If not, why not?
- What changes or adjustments could be made to BETTER reflect modern civic
ideals? (Think in terms of technology, revising items, or adding things). How
would those changes, if implemented, affect citizens, the government, or
resolution of conflict?

The publisher has requested the following in terms of format:
 Typed, double spaced, Times New Roman
 12 point font.
A title page with your name, the title of your memoirs, and the date written.
 No mechanical errors or misspelled words.
NOTE: This is a LARGE…L-A-R-G-E project. Please do not wait until the last minute to complete
this. You have more than 3 weeks to get this done. Do a little at a time. Let me read what you have as
you do it! I’m here to help!
Map and Globe Skills:
Information Processing Skills: 1, 2, 3, 5, 11, 15, 16
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and
a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can
use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product
of the performance task. This is where students are scored on items involving grammar, punctuation,
spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily
when assigning a grade to the students.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 4 of 6
Copyright 2011 © All Rights Reserved
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Georgia Performance Standards for American Government/Civics – Grades 9-12
Content Rubric for Unit 2 Task: Criminal Justice Memoirs
Scale
1
(Below Standard)
2
(Needs Improvement)
Identifies and
describes
types/causes of
crimes and effects
on victims
Incorrectly identifies
Brunetti’s crime. Does
not describe causes of
crime. Does not describe
impact of crimes on
victims.
Correctly identifies
Brunetti’s crime and
category. Describes 1 cause
of crimes. Describes 1
impact of crimes on victims.
Correctly identifies Brunetti’s
Everything in meets standard
crime and category. Describes 2 PLUS: describes more than 2
causes of crimes. Describes 2
causes and impacts.
impacts of crimes on victims.
Analyzes the
criminal justice
process in
America.
Incorrectly describes or
omits 3 or more steps in
the process. Correctly
identifies 1 protection or
liberty found in the
process and connects it to
an amendment or court
case.
Correctly explains all but 1
or 2 steps in the process.
Steps lack detail. Correctly
identifies 2
protections/liberties found in
the process and connects
those to an amendment or
court case.
Correctly explains each step in
the process with good detail.
Correctly identifies 3
protections/liberties found in the
process and CLEARLY connects
those to an amendment or court
case.
Everything in meets standard
PLUS: identifies and explains
more than 3 protections or
liberties.
Does not describe steps in Correctly describes one step
the appeals process.
in the appeals process.
Incorrectly describes
Correctly describes the
defense in trial OR fails to defense used in the trial and
describe any other options. correctly describes 1 other
Incorrectly describes
option. Correctly describes
sentence given in trial OR the sentence used in the trial
fails to provide other
and correctly describes 1
options.
other option.
Evaluates the role Does not connect portions Connects beliefs/ideals to
of the criminal justice
portions of the criminal
of beliefs and
system to any
justice system, but
ideals in the
beliefs/ideals. Merely
connection is not clear.
criminal justice
mentions that beliefs have Does not use specific
system.
changed over time. Offers examples in discussion of
a change to the criminal changing beliefs. Offers 1
justice system, but fails to change that could be made to
explain the impact of that the system and explains how
change.
that change would affect the
system.
Correctly describes two steps in
the appeals process.
Correctly describes the defense
used in the trial and correctly
describes two other options.
Correctly describes the sentence
received in the case and correctly
describes two other options.
Everything in meets standard
PLUS: correctly describes more
than two options in EACH
category.
CLEARLY explains connections
between multiple beliefs/ideals to
portions of the criminal justice
system. Explains using specific
examples whether/how beliefs
have changed over time. Offers 2
changes that could be made to the
system and explains how those
changes would affect the system.
Everything in meets standard
PLUS: offers more than 2
changes that could improve the
system and explains them
thoroughly.
Criteria
Correctly
describes steps in
the appeals
process, defenses,
and sentencing.
3
(Meets Standard)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 5 of 6
Copyright 2011 © All Rights Reserved
4
(Exceeds Standard)
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Georgia Performance Standards for American Government/Civics – Grades 9-12
Product Rubric
Scale
Criteria
Each chapter
meets
paragraph
requirements
Memoirs
written in
accordance with
publishers
format
requirements
1
(Below
Expectations)
2
(Needs Improvement)
3
(Meets Expectations)
4
(Exceeds Expectations)
1-2 of the sections meet
paragraph requirements.
3 of the 5 sections meet
paragraph requirements.
4 of the 5 sections meet
paragraph requirements.
All 5 sections meet paragraph
requirements
None of the publisher’s
requirements are met
perfectly. (There is at
least 1 problem with the
typing, title page, and
mechanics)
1 of the publisher’s
requirements is met
perfectly.
2 of the publisher’s
requirements are met
perfectly.
All 3 of the publisher’s
requirements are met perfectly.
Resources for UNIT 2
http://www.billofrightsinstitute.org/
- Current events related to the Bill of Rights, actual text of the Bill of Rights, sample lessons
plans, and free material
http://www.gabar.org/public/pdf/MT/GA_case_list.pdf
- Link to purchase a copy of the Hayley Brunetti case. Only $5. There are, however, some
versions posted online from other states. Here is Maine’s version
(http://www.mainebar.org/2005mocktrials/HSMTcase05rev.pdf) It is the same case. It is not
necessary to use this case. Any criminal mock trial case can be used for the performance task
in this unit.
http://www.oyez.org/
- THE site for Supreme Court case briefs. Also a great resource for current events relating to
the Court and their docket.
http://www.cviog.uga.edu/lre/
- Georgia’s Law-Related Education program. Here you can find upcoming events/items related
to law-related education as well as request information regarding workshops and materials
offered by the consortium.
http://www.crfc.org/
- The Constitutional Rights Foundation of Chicago. Lesson plans and publications in the field
of law-related material
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 2
February 14, 2011  Page 6 of 6
Copyright 2011 © All Rights Reserved