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The Justice Rules Program: A K-Through-
Curriculum to Educate Students About the Judicial
System
Sample Lesson Plans
Rules Make Sense!
Lesson Overview:
This lesson focuses on rules and laws in everyday life. The lesson
invites the students to view rules in a more positive way, even to
appreciate/value them, and to see how pervasive rules and laws are in
our everyday lives.
Students will interview various adults to collect information about the
frequency of rules and laws in our society. The information will be
recorded, classified, and interpreted to help explain the value of
rules/laws. Students will learn interviewing skills, data interpretation,
predicting and generalizing. They will look at their attitudes about
rules and move toward more positive responses about the importance
of rules in a civil society.
Objectives:
The students will explain three sound reasons for rules in one’s
everyday life, e.g., “to protect me,” “to keep order in a group,” “so we
know what to expect from each other when we are together.”
The students will explain what might happen if there were no rules,
e.g., “someone could get hurt,” “a bigger person might control us,”
“the same person might take every turn,” “we would never know
when to do things we need to do.”
The students will point out how a “good citizen” follows rules/laws.
The students will explain how rules are like the laws we live by.
The students will identify at least three advantages of having and
following rules in the classroom and the school.
The students will explain why they would prefer to live with rules,
when compared to living without rules.
Teaching Procedures
The students will be given plain construction paper and told they are
going to play a new game. The teacher will simply say, “Okay, let’s
play.” An inquiry-centered discussion will follow, about how one
plays a game or is involved in any activity without directions (rules).
The discussion will allow for focusing on the need for
rules/parameters/directives/leadership, etc.
Next, the class will speculate about walking to school, if there were
no rules to follow or depend on. They will further talk about going to
the local shopping center/mall and being there when there were no
rules – traveling to get there, making purchases, using the facilities,
other examples.
The inquiry would lead to wanting to know more about how others
view the need for rules/laws. The class could conclude that they can
learn more about how others interpret this by conducting interviews
with adults (parents, neighbors, community folk). We will derive at
least three common questions for each interviewer to ask, to assure
some common data: “How do rules affect you in your job?” “What
For Class Discussion
What do judges do? Volunteer attorneys guide the discussion and add any important information which students may not know. At the end of the discussion ask for volunteers to be the “judge.” Select one student, have him/her wear a sign saying “judge,” and take a seat up front.
Next, ask who do we need to help the defendant tell her side of the story? This person needs to know all about the law and the rules of the court. (Answer – lawyer of defense attorney).
What do lawyers do? Again the volunteer attorney leads the discussion, sharing additional information. At the end of the discussion a child puts on a sign “defense attorney,” and sits facing the judge.
Who do we need to represent the school and tell the school’s side of the story? They also need to know the laws and rules of the court. (Answer – prosecuting attorney).
What does a prosecuting attorney do? Again discuss and select a child to play the prosecuting attorney. Have the child put the sign on and fact the judge across from the defense attorney.
Who do we need to keep a record of what happens to check for mistakes and make sure that everything that happens is fair? (Answer – court reporter).
What do court reporters do? The volunteer attorney explains the importance of a written record, and then appoints a child to be the court reporter.
The law says that people accused of rimes can choose people like them to decide if they are innocent or guilty. These people are called the jury. (The rest of children can be the jury.)
What does a jury do? How does it find defendants guilty or not guilty?
Conclude by describing all the roles and explaining how important they are so that the defendant is treated fairly. Point out that both sides have a chance to tell their story; that the judge does not take sides; that the jury decides based on what it hears in court.
Is this a fair way to decide? Why or why not?
Patriotic Games & Coloring Activities
Lesson Overview
A lesson can be taught from section(s) of these books to discuss patriotic
themes, symbols, and characters as a basis for the foundation of our
modern system of justice.
drive by. Juan gout out of the way just in time. He was lucky. The people who lived on Twelfth Street knew that there was a problem. They didn’t want any children on bikes to be hit by cars. Here are three rules the people thought of making to make things safer:
- All bike riders must were party hats
- Only children named Della or Sam may ride bikes on Twelfth Street
- No cars may drive on twelfth street Well, which of the rules do you think we should use?” somebody asked Ann Bowles. “I don’t think any of them are good rules,” said Ann. “I’ll tell you why I don’t think we should use any of them.” “Think about the first rule,” said Ann. “It says, ‘All bike riders must wear party hats.’ I don’t think this is a good rule because it wouldn’t take care of the problem. Wearing party hats has nothing to do with getting hit by cars. Having party hats on probably wouldn’t keep children on bikes from getting hit by cars.” “I don’t think the second rule is good either,” said Ann. “It says, ‘Only children named Della or Sam may ride bikes on Twelfth Street.’ This isn’t a good rule because it is unfair. It would mean fewer bike riders, which usually means fewer accidents, but it is unfair to people who aren’t named Della or Sam.” “The third rule, ‘No cars may drive on Twelfth Street.’ Would stop accidents,” said Ann. “But I still don’t think this is a good rule because it goes too far. We don’t have to keep all cars off of Twelfth street; We just have to figure out a way that both bikes and cars can safely be used on Twelfth street. There must be some good rules we can make. We need rules which take care of the problem, are fair to everyone, and don’t go too far.” Have students look at the three pictures on pages 18-19 of the student book. Explain to students that each of these three pictures is about one of the rules talked about in the story they just heard. Then lead a brief discussion using the following questions: x What rules does each picture show? x What is the rule supposed to do for the people in the story? Students should restate the rule as set forth in each caption and should recognize that, in each case, the rule was supposed to prevent accidents on Twelfth Street.
Discussion: Identifying Weaknesses in Rules Review student’s answers and begin a class discussion on the following questions. Students should be asked to recall information or opinions given to them in the story. The answers noted are, of course, not exclusively correct. Other logical responses may be inferred by students.
x Explain what you think is wrong with the rule in picture A. x Explain what you think is wrong with the rule in picture B. x Explain what you think is wrong with the rule in picture C. Ask students to create what they think would be good rules to solve the problem. You might ask students to draw pictures of what their rules would do. Students could be asked to share their pictures with the rest of the class, explain the purpose of their rules, and identify their strengths and weaknesses.
Evaluation This evaluation exercise is in three parts and uses a three-part story, “Lunchtime.” Part A deals with problems that arise because of a lack of effective authority, Part B with characteristics a person should have to be selected for a position of authority, and Part C with the evaluation of some proposed rules. Read Part A of Lunchtime to class.
Lunchtime Part A The Nilly family moved to a new town. The three children, Willie, Millie, and Danny, had to go to a new school. It was much the same as their old school, but one thing was different. At lunchtime, all the children could do whatever they wanted. There were no rules and no people in charge. At dinner, Willie, Millie, and Danny told their mother and father about school. When the children were asked what they though about having lunchtime with no rules or people in charge, they had different answers. Millie Nilly said, “It’s not so good when there is no one to make sure people don’t shove. I saw two kids pushing each other in the lunch line. Nobody stopped them. They just kept pushing each other. Somebody could have been hurt.” Danny said, “Most of the kids behave themselves. But a few were throwing garbage all over the cafeteria floor. It only takes a few to make a real mess.” Have students turn to the answer sheet (a separate answer sheet may be used). Explain that you will read the four numbered sentences and that, as you read each sentence, students should circle “yes” on the answer sheet next to the number of that sentence if what is described in the sentence happened because there were no rules or people in charge during lunchtime or circle “no” if it did not. The read the question and four sentences below, allowing students time between the reading of sentences to mark their answers. x In the story did this happen because there were no rules or people in charge during lunchtime?
- There was garbage all over the cafeteria floor.
- The Nilly family move to a new town.
- There was no one to stop children from pushing in the lunch line.
Lesson Overview
In this activity, a simulation of a civil court case, primary grade children learn that courts provide one way of settling disputes within communities.
Teaching Procedure
- The teacher or volunteer attorney may want to introduce the activity by asking students if they remember the story of Molly and Frances. Review the main points of that story: the question of intention to hurt another, blame, and responsibility for payment.
- Tell the children that they are going to read or listen to a story about a different kind of problem which was finally taken to court. As the class listens to “It’s a Dog’s Life,” illustrate the story by taping pictures of the main characters to the chalkboard.
- After finishing the story, discuss with the children the following points: x Pet owners have a responsibility to keep their pets from hurting other people. x Pets should not trespass on the property of others. x Pets should not disturb the peace. x Animals must not be mistreated.
- Explain to the class that they are going to enact a play about the case of Barky the dog. Some of them are going to be in a group that will pretend to be the judge. Discuss things the judge should do to be fair to both Mr. Pinto and the Bornsteins. (The judge should listen carefully to what everyone has to say and should not make up his or her mind before the end of the trial.)
- Divide the class up into three groups. Group 1 will represent Mr. Pinto. The Children should think of all the things they want to tell the judge about why they think of all things they want to tell the judge about why they think the Bornsteins should pay the doctor’s bill. They should select one spokesperson to talk to the judge, although the rest can be advisors to the court. Group 2 will represent the Bornsteins. The children should think of all the reasons they want to tell the judge about why they don’t want to pay Mr. Pinto. They also should have one spokesperson. Group 3 will be the judge. While the other groups are working, the judge group should think of questions to ask Mr. Pinto, or should try to get all the information from Mr. Pinto and the Bornsteins and listen to the information impartially. After the group testimony has been given, the group will discuss it and vote on what to decide to do.
- After the role plays are completed, ask the class if it agrees with the judge’s decision. Does anyone disagree? Why?
- Ask the class if it thinks the judge made a fair decision. Why? Do the children think the judge was impartial? Do they listen to what everyone had to say?
It’s a Dog’s Life
Play the Game of Chalk
In Chalk there are two or more teams of about seven students each. It is played like a relay race. Tell the students that the purpose of the game is to pass the chalk from the head of the line to the end of the line and back again. The team that passes the chalk the entire route first wins.
Rules of the Game:
- The students at the head of each line are given a piece of chalk and on the word “go” the chalk is passed. Before the “race” is completed, the teacher says “stop”.
- The teacher explains that he/she forgot to tell the students the chalk must be passed by the left hand only.
- The game begins again, and is halted almost immediately. The time the teacher announces that the game is conducted with their eyes closed.
- The teacher continues this routine, changing the rules before any game can be completed. Rules like pass only while whistling, shake left foot while passing, etc. can be added.
- The real point of the game is to make the students object to all the arbitrary rule changes. When students object and are feeling frustrated, the teacher should ask: What’s the matter? Why don’t you like this game?
- Then, the teacher can give students all the rules written on the board and play the game accordingly (sometimes students will be satisfied with nothing less).
After the game discuss:
- What was the matter with the game?
- How did you feel when the rules kept changing?
- Was the game improved when the rules were written down and known to everyone?
- What do you think would happen if the laws changed quickly or if one person could change a rule just because he or she wanted to?
- What comparisons can you make between playing this game without having all the rules and living in the U.S. without written laws?
The Importance of Rules
Lesson Overview:
Upon successful completion of this lesson, students will be able to:
- Defend why we have rules
- Create rules for a group following the model for rule making discussed in class
- Identify rules in groups they are part of
- Move quickly and quietly to group
- Encourage participation by all Teaching Procedures:
“Pop Quiz” on following rules: a hokey test on their ability to follow rules. (MI: verbal and bodily)
Lecture
- Places where there are rules
- School
- Home
- Church
- Any other?
- What rules are
- Why we have rules
- to keep order
- to work well with others
- Any others? Discuss family rules, school rules, city laws and their differences and similarities.
List ideas on blackboard. Hand out Venn diagram for students to compare and contrast family, school, and city ‘rules.’
Lecture about how groups make rules: Voting
- Someone sees a need for a rule
- Someone proposes a rule (motion)
- Other people agree that the rule is needed and agree to vote on it (second)
- Everyone votes on rule and it either passes or doesn’t
Worksheet for Simulation Rules of Groups
Directions: Each group member has an assigned role. (See titles and description below.) Make a list of three or four rules. All group members must contribute. Place the first letter of the first name of the person who contributed a suggestion for rule or consequence.
Family _____________Father: You are the head of the home and you think that what you say should be the law in your house. You expect your children and wife to obey everything without questioning. _____________Mother: You expect all of your children to be honest when they misbehave and expect them to obey your rules. You believe that you treat all of your children equally and fairly. _____________Child #1: You are the oldest child in the family. Your mother spoils you by bringing you lots of gifts, but your mother is very strict in punishing you, even when it’s not your fault. _____________Child #2: You are the middle child. You often feel ignored because your mother spoils your older sibling and your father spoils your younger sibling. You often get blamed for things your other siblings do wrong when it’s not your fault. You just want someone to pay attention to you. _____________Child #3: You are the youngest in your family. Your father spoils you all the time, but you often feel ignored by your father. You often feel like you are treated like a baby just because you are the youngest in the family.
Directions: Each group member has an assigned role. (See titles and description below.) Make a list of three or four rules. All group members must contribute. Place the first letter of the first name of the person who contributed a suggestion for rule or consequence.
School Class _____________Teacher: you believe that you are a fair and reasonable person. You think that you should make all the rules and that the students should follow them without question. You think your consequences should be fair. ______________Student #1: You are a very well behaved student and you don’t break rules. You think rule breakers should be severely punished for being bad. ______________Student #2: You are always being blamed for someone else’s misbehavior even though you didn’t have anything to do with it. You don’t know how, but you always get in trouble and don’t think it’s fair.
______________Student #3: You are always getting into trouble and are always being punished. You think there are already too many rules to remember and that the punishments aren’t fair. You want to be able to have fun at school without always getting into trouble for it.
Directions: Each group member has an assigned role. (See titles and description below.) Make a list of three or four rules. All group members must contribute. Place the first letter of the first name of the person who contributed a suggestion for rule or consequence.
Sports team ______________Head Coach: You are a very strict person. You want your team to do what you say without question. You often make rules that are unfair with unfair consequences. If a player makes a mistake they are off the team. You don’t give second chances because they should already know the rules. ______________Assistant Coach: You are a very kind, friendly person. You believe in giving the players a second chance; everyone makes mistakes once and a while. You think that punishment should be fair for the rule broken. ______________Player #1: You are often late for practice because your teacher always wants to talk to you after class. You’ve tried to explain this to the coach, but the coach still wants to have you off the team. ______________Player #2: You’ve never broken any team’s rules. You think that rules are rules and they shouldn’t be broken and everyone knows them, but you don’t think that the coach’s consequences are too harsh.
Have one person in your group be the recorder and write down your groups’ rules here. Include everyone in the discussion of rules, put down the first letter of the person’s first name by any suggestion they make.
- Then give them an example of unfair action. How would you feel if everyone in the class whose first name begins with a letter from A to M got extra time at recess, and everyone whose name began with a letter from N to Z got no time – and had to stay after school to boot? Why would that be unfair (not rational – arbitrary and capricious).
- Talk to students about examples of unfair treatment from our history, or give them some (segregation, women excluded from some professions just because they’re female).
- Discuss with them what people can do if they think they’ve been treated unfairly. (They can go to court, and ask judge or jury to hear the evidence, and decide whether they’ve been treated fairly. This can get into a discussion of procedural fairness, and what that entails: x Both sides have a chance to tell their story before an impartial judge x Respond to what each other says x Question witnesses, etc.
- So we have a fair process to help us find out what is fair.
FAIRNESS & EQUAL TREATMENT
Fair or Unfair? Here are some examples of people being treated differently. Please go through them one by one. Do you think each one is fair or unfair? Why? If you think some are unfair, who is harmed and what should be done about it?
- Girls are not allowed to join the Boy’s Club. Boys can’t join the Brownies
- Children under 6 get into the swimming pool for free.
- Parents give their 10-year-old son a larger allowance that they give to their 5-year-old son.
- The positions in the class never rotate; the kids in the front are always in the front.
- There are twice as many kids on the soccer team as there are positions. The coach plays the best players most; some kids hardly play at all.
