HONORS LEGAL AND FISCAL THEORY · 2018-08-15 · Honors Legal and Fiscal Theory is a course that...

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

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

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?




Journals Quizzes

Written Assignments

Oral Presentations

Observations


Role Play


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?




Journals Quizzes

Written Assignments

Oral Presentations

Observations


Role Play


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.


Unit 2

Unit Plan


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 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


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.


Formal debate processes and close reading provide for exercise of important college and career readiness skills.


Unit 3

Unit Plan


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.


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.


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


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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit 5

Unit Plan


Civil law 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?

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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit Plan


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


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.


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.


Unit Plan


The world is becoming increasingly dependent on a marketplace fueled by credit.


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.


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.


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.


Unit Plan


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?

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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit 9

Unit Plan


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?

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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit Plan


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?

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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit 11

Unit Plan


Automobile, 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?

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


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.


Unit 12

Unit Plan


An individual who earns an income must pay taxes.


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.


Guiding/Topical

Questions

Content/Themes/

Skills

Resources and


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.


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.

HONORS LEGAL AND FISCAL THEORY · 2018-08-15 · Honors Legal and Fiscal Theory is a course that...

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