 Jill Schany Emmetsburg High School Emmetsburg, Iowa NBEA 2011

 Textbook: Law for Business and Personal Use o 15th Edition o Published in 2000  Questions from Students  Location, location, location!

 Know your administrator o Open lines of communication o Open invitation to view  Know your parents o Communicate your intentions and objectives with parents  Know your kids o Parents and student sign o Code of Conduct Code of Conduct

 Created a wiki through Wikispaces  Address:

 Many resources referred to within our presentation

 Fundamental for analytical thinking  Writing assignments: o Legal Brief/Memo Samples: Legal Brief (How To) Law and the Media Sample o Student Samples Student Sample 1 Legal Memo Student Sample 2 Legal Memo

 Compare and Contrast Paper o Compare a Supreme Court case with a more current case o Example: Tinker v. Des Moines and Bretton Barber v. Dearborn Public Schools Two cases, one from the 1960’s and one from 2003 Illustrates to students that “old” court cases set precedent for legal action in the United States  From Google Scholar  olar_case?case= &q=bretton+barb er&hl=en&as_sdt=2,11 olar_case?case= &q=bretton+barb er&hl=en&as_sdt=2,11  Located on wiki under Writing Opportunities

 Provides students with “real life” examples o Local county court in Emmetsburg o Small town  Choice of movies o Student interest survey o Topic at hand o Consider the objective Is your objective to analyze the argument? Is your objective to apply it to a scenario? Example: Closing Arguments—A Time to Kill

 Reading is the focus of our district o Each teacher, in all content areas, required to present and document reading strategies o The only way to get improve reading is to read more.  My philosophy of supplemental reading o Student choice o Building background knowledge  How do you assess this? o Have students write “sworn statements” from the viewpoint of a character o Create a trial timeline or event timeline with specific terms and situations defined  Discussion of reading is critical

 Chapter 1, The Firm by John Grisham  Unit: Ethics in Law o Corresponds to specific chapter in our text  Objectives of book study: o Identify and define legal terms o Relate the situation in the book to a real life situation that is in the news and/or the newspaper o Determine the motive for the actions of each character in the book o Write a legal opinion regarding the actions of one of the main character in the book and identify motives (with support), justify his or her actions, and rule on whether or not he or she was ethical in his or her actions

 Pick three or four amendments or issues  I prefer Street Law for the unit on Constitutional Law o Lesson plans o Background information  Street Law: Tinker v. Des MoinesTinker v. Des Moines  Background Information by Reading Level Background Information by Reading Level  Lesson Plans and Time Needed Lesson Plans and Time Needed

Click on Teaching tab

Assignment

Go to StreetLaw.org site Select Background

 Adapted from streetlaw.org  Landmark Case Assignment Landmark Case Assignment

Tinker v. Des MoinesMapp v. Ohio

 Rely on resources: family, friends, alums  Sean Solberg  Attorney at Faegre and Benson in Minneapolis  Specializes in Intellectual Property  Loves the opportunity to visit his former high school  Taught a three day course in intellectual property to our students via Skype

 Anatomy of a Trial o The Mark Becker Trial in Iowa Becker shot his high school football coach Trial focused on the insanity defense  Family Law o I Am Sam o Why teach family law? Almost all students will be married at some point Statistics say that half will be divorced It correlates nicely with contract law.

 Make the topic more interesting and inviting  Illustrates the uses of law o How law affects every day life o How law affects you personally  More interaction and collaboration Business Law

 If you have any questions, please contact me: o Jill Schany, Emmetsburg High School o Contact Information