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Lesson 1: Information and Digital Literacy

Learning Outcomes

  • Students will collect, evaluate and interpret information.
  • Effectively use information technologies.
  • Describe the difference between scholarly/ academic journals and trade journals
  • Define peer review as an academic process.

Workflow

  1. Learn to use the BMCC Library LibGuides for information about courses
  2. Learn to use the BMCC Library website.
  3. How to conduct effective searches using Google.
  4. Do the Information and Technology Assignment

Lesson 2: The Constitution and its Origins

The Constitution and Its Origins

Learning Outcomes

  • Identify the origins of the core values in American political thought, including ideas regarding
    representational government
  • Summarize Great Britain’s actions leading to the American Revolution

Workflow

  1. Read Pre-Revolutionary Period and the Roots of the American Political Tradition 2.1 
  2. Review the PowerPoint slides for the Constitution and Its Origins
  3. Watch The Birth of the U.S. Constitution  
  4. Review the Declaration of Independence – National Archives
  5. Read the Articles of Confederation 2.1
  6. Review the Articles of Confederation-National Archives
  7. Review the Articles of Confederation PowerPoint slides
  8. Complete the Assignment Lesson 2 Assignment
  9. Complete the Quiz (Lesson 2 The Constitution and Its Origins Quiz)
Pre-Revolutionary Period and Roots of Political Thought

 

Lesson 3: Development of the Constitution

Learning Outcomes

  • Identify the conflicts present and the compromises reached in drafting the Constitution.
  • Summarize the core features of the structure of U.S. government under the Constitution.

Workflow

  1. Read Development of the Constitution 2.3
  2. Review Development of the Constitution Power Point
  3. Review the U.S. Constitution-Bill of Rights Institute
  4. Complete the Lesson 3 Assignment
  5. Complete the quiz

Lesson 4: Ratification of the Constitution

Learning Outcomes:

  1. Explain the ratification process of the U.S. Constitution.
  2. Explain the terms “federalist” and “anti-federalist” anti-federalist” and explain their beliefs.
  3. Understand what are the “Federalist Papers”.
  4. Describe the authors of the “Federalist Papers”.

Tasks:

  1. Read Ratification of the Constitution 2.4
  2. Review Ratification of the Constitution 2.4 PPT

Workflow:

  1. Complete Week 4 Assignment
  2. Complete Week 4 Quiz

Lesson 5: The Federal Courts

Learning Outcomes

  • Be able to describe the evolving role of the courts since the ratification of the Constitution.
  • Be able to explain why courts are uniquely situated to protect individual rights.
  • Be able to recognize how the courts make public policy.
  • Be able to describe the dual court system and its three tiers.
  • Be able to explain how you are protected and governed by different U.S. court systems.
  • Be able to compare the positive and negative aspects of a dual court system.

Workflow

  1. Read Introduction to The Courts 13.0
  2. Read Guardians of the Court and Individual Rights 13.1
  3. Read the Dual Court System 13.2
  4. Article III of the U.S. Constitution
    • The judicial power of the United States, shall be vested in one Supreme Court, and in such inferior courts as the Congress may from time to time ordain and establish. The judges, both of the supreme and inferior courts, shall hold their offices during good behaviour, and shall, at stated times, receive for their services, a compensation, which shall not be diminished during their continuance in office.
  5. Review the Judiciary Act of 1789
    • The Judiciary Act of 1789 was created by Congress to amplify the sparsely written Article III of the Constitution. It established the organization of the U.S. federal court system, which had been sketched only in general terms in the U.S. Constitution. The act established a three-part judiciary—made up of district courtscircuit courts, and the Supreme Court—and outlined the structure and jurisdiction of each branch.
    • The Act also established the number of Justices to serve on the Supreme Court, when the Court would meet.
    • Established the Office of Attorney General.
  6. Map of Federal Appellate Circuits

Map of the Federal Appellate Circuits

 

Lesson 6: The U.S. Supreme Court

Workflow:

  1. Review the C-SPAN series about the Supreme Court.
  2. Watch Associate Justices of the Supreme Court discuss Supreme Court procedures and their roles and experiences as U.S. Supreme Court Justices.
  3. Review Supreme Court Procedures at the Federal Courts website.
  4. Interviewees: Associate Justices Anthony Kennedy (retired), Ruth Bader Ginsburg (active), Antonin Scalia (deceased) and Sandra Day O’Connor (retired).Interviewer: Susan Swain, CEO, C-Span This video is 2:26:48 in length.
  5. Review the history of the United States Supreme Court at the Supreme Court Historical Society.
  6. Review the website: Office of Solicitor General (U.S. Department of Justice)
  7. Watch Justices Stephen Breyer and Antonin Scalia debate Constitutional interpretation.
  8. Watch the C-SPAN Series on Landmark Cases – Marbury v. Madison
  9. Please watch the Kahn Academy discussion of the Landmark case of Marbury v. Madison below.
  10. Review the Landmark case of Marbury v. Madison as presented by the C-SPAN series on Landmark cases.  Marbury v. Madison is the defining moment for the Court. In rendering the opinion of the Court, Chief Justice John Marshall established the principle of judicial review. Judicial review is the power of the judiciary to examine and invalidate actions that are undertaken by the legislative and executive branches of the federal and state governments.

 

Lesson 7: How to Brief A Case and Prepare for Class

This is a photo of the Federal Reporter.  The Federal Reporter is an index of all federal cases.

Learning Outcomes:

  1. Operationalize the federal reporter.
  2. Understand the construction of a legal citation.
  3. Demonstrate how to search for a case through a case citation.
  4. Understand and apply the various components of a student case brief.
  5. Define and operationalize the parties in a case.

Workflow:

  1. Review the link to the Georgetown Law School Bluebook Guide to Citing Cases.  Watch the case law tutorial to understand how citations are constructed. 
  2. Oyez and Justia are two excellent websites to search for cases. Almost all the cases that we study can be found by searching on those sites.
  3. This course requires that you are able to search for a case and write student case briefs in which the parties, issues, question and holdings are explained in a written student case brief.
  4. Review both handouts below:  The handout on the left is a guide to writing a case brief written by the John Jay College of Criminal Justice library staff.  The handout on the right is a sample student case brief to model your student briefs.

 

 

Lesson 8: First Amendment

First Amendment

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Learning Outcomes:

Workflow:

  1. Lesson 8 Instructions
  2. Review the National Constitution Center First Amendment section.
  3. Watch the Khan Academy video on the First Amendment.

Freedom of Religion

Freedom to Assemble

Freedom of Speech

Free Press – prior restraint

Lesson 9: The Second Amendment

Second Amendment

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Learning Outcomes

Workflow

  1. Review the National Constitution Center Second Amendment section.
  2. Watch the Khan Academy video on the Second Amendment.
  3. Read History of the Second Amendment

Military Service/Well-Regulated Militia

Federal Regulation vs. State Regulation

History of the Second Amendment

By Nelson Lund and Adam Winkler

Modern debates about the Second Amendment have focused on whether it protects a private right of individuals to keep and bear arms, or a right that can be exercised only through militia organizations like the National Guard. This question, however, was not even raised until long after the Bill of Rights was adopted.

Many in the Founding generation believed that governments are prone to use soldiers to oppress the people. English history suggested that this risk could be controlled by permitting the government to raise armies (consisting of full-time paid troops) only when needed to fight foreign adversaries. For other purposes, such as responding to sudden invasions or other emergencies, the government could rely on a militia that consisted of ordinary civilians who supplied their own weapons and received some part-time, unpaid military training.

The onset of war does not always allow time to raise and train an army, and the Revolutionary War showed that militia forces could not be relied on for national defense. The Constitutional Convention therefore decided that the federal government should have almost unfettered authority to establish peacetime standing armies and to regulate the militia.

This massive shift of power from the states to the federal government generated one of the chief objections to the proposed Constitution. Anti-Federalists argued that the proposed Constitution would take from the states their principal means of defense against federal usurpation. The Federalists responded that fears of federal oppression were overblown, in part because the American people were armed and would be almost impossible to subdue through military force.

Implicit in the debate between Federalists and Anti-Federalists were two shared assumptions. First, that the proposed new Constitution gave the federal government almost total legal authority over the army and militia. Second, that the federal government should not have any authority at all to disarm the citizenry. They disagreed only about whether an armed populace could adequately deter federal oppression.

The Second Amendment conceded nothing to the Anti-Federalists’ desire to sharply curtail the military power of the federal government, which would have required substantial changes in the original Constitution. Yet the Amendment was easily accepted because of widespread agreement that the federal government should not have the power to infringe the right of the people to keep and bear arms, any more than it should have the power to abridge the freedom of speech or prohibit the free exercise of religion.

Much has changed since 1791. The traditional militia fell into desuetude, and state-based militia organizations were eventually incorporated into the federal military structure. The nation’s military establishment has become enormously more powerful than eighteenth century armies. We still hear political rhetoric about federal tyranny, but most Americans do not fear the nation’s armed forces and virtually no one thinks that an armed populace could defeat those forces in battle. Furthermore, eighteenth century civilians routinely kept at home the very same weapons they would need if called to serve in the militia, while modern soldiers are equipped with weapons that differ significantly from those generally thought appropriate for civilian uses. Civilians no longer expect to use their household weapons for militia duty, although they keep and bear arms to defend against common criminals (as well as for hunting and other forms of recreation).

The law has also changed. While states in the Founding era regulated guns—blacks were often prohibited from possessing firearms and militia weapons were frequently registered on government rolls—gun laws today are more extensive and controversial. Another important legal development was the adoption of the Fourteenth Amendment. The Second Amendment originally applied only to the federal government, leaving the states to regulate weapons as they saw fit. Although there is substantial evidence that the Privileges or Immunities Clause of the Fourteenth Amendment was meant to protect the right of individuals to keep and bear arms from infringement by the states, the Supreme Court rejected this interpretation in United States v. Cruikshank (1876).

Until recently, the judiciary treated the Second Amendment almost as a dead letter. In District of Columbia v. Heller (2008), however, the Supreme Court invalidated a federal law that forbade nearly all civilians from possessing handguns in the nation’s capital. A 5–4 majority ruled that the language and history of the Second Amendment showed that it protects a private right of individuals to have arms for their own defense, not a right of the states to maintain a militia.

The dissenters disagreed. They concluded that the Second Amendment protects a nominally individual right, though one that protects only “the right of the people of each of the several States to maintain a well-regulated militia.” They also argued that even if the Second Amendment did protect an individual right to have arms for self-defense, it should be interpreted to allow the government to ban handguns in high-crime urban areas.

Two years later, in McDonald v. City of Chicago (2010), the Court struck down a similar handgun ban at the state level, again by a 5–4 vote. Four Justices relied on judicial precedents under the Fourteenth Amendment’s Due Process Clause. Justice Thomas rejected those precedents in favor of reliance on the Privileges or Immunities Clause, but all five members of the majority concluded that the Fourteenth Amendment protects against state infringement of the same individual right that is protected from federal infringement by the Second Amendment.

Notwithstanding the lengthy opinions in Heller and McDonald, they technically ruled only that government may not ban the possession of handguns by civilians in their homes. Heller tentatively suggested a list of “presumptively lawful” regulations, including bans on the possession of firearms by felons and the mentally ill, bans on carrying firearms in “sensitive places” such as schools and government buildings, laws restricting the commercial sale of arms, bans on the concealed carry of firearms, and bans on weapons “not typically possessed by law-abiding citizens for lawful purposes.” Many issues remain open, and the lower courts have disagreed with one another about some of them, including important questions involving restrictions on carrying weapons in public.

Lesson 10: Fourth Amendment – General Principles

Fourth Amendment

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Learning Outcomes:

Workflow:

  1. Read the National Constitution Center on the Fourth  Amendment.
  2. Watch the Kahn Academy video on the Fourth Amendment.
  3. Watch “Shifting Scales”, a non-partisan research project conducted by Oyez that discusses how the Roberts Court has been interpreting the fourth amendment.

General Principles of the Exclusionary Rule

“Fruits of the Poisonous Tree”

In Schools

Are Exceptions Taking Over the rule?

Inevitable Discovery

Attenuation

Lesson 11: Stop and Frisk

Fourth Amendment

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Learning Outcomes

Workflow

Lesson 12: Fourth Amendment: Consent, Search Incident to Lawful Arrest, Plain View, Automobile

Fourth Amendment

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Learning Outcomes

  • Understand and explain why the Supreme Court has created exceptions to the warrant requirement in the Fourth Amendment.
  • Understand and explain under what conditions consent may be given.
  • Understand and explain the parameters for where a search may be conducted without a warrant incident to a lawful arrest.
  • Understand and explain the warrant requirement for conducting a search with an infrared device.
  • Understand and explain the automobile exception.

Workflow

  1. Read the National Constitution Center on the Fourth Amendment.

Consent

Search Incident to Lawful Arrest

Plain View and Open Fields

Automobile

 

Lesson 13: Fourth Amendment: Exigent Circumstances

Fourth Amendment

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Learning Outcomes

Workflow

  1. Read “Exigent Circumstances” from the Cornell Law Institute
  2. Read the National Constitution Center on the Fourth Amendment.

Destruction of Evidence

Escape (Hot Pursuit)

Endangerment

Public Safety

Lesson 14: Fourth Amendment – Wiretapping – What is Permissible?

Lesson 15: Fifth Amendment

Please watch this discussion of the Fifth Amendment

Fifth Amendment

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Learning Outcomes

  • Understand and explain the constitutional protections in the Fifth Amendment.
  • Define and explain the grand jury process.
  • Define and explain the difference between an indictment  and a trial.

Workflow

  1. Read the National Constitution Center on the Fifth Amendment.
  2. Watch the Khan Academy video on the Fifth Amendment.

Involuntariness

Miranda Warnings

Self-Incrimination

Double Jeopardy

Lesson 16: Sixth Amendment: What is Effective Representation?

Please watch this video on the Sixth Amendment Right to a Speedy Trial

(Video Length: 16 minutes and 02 seconds)

Sixth Amendment

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Learning Outcomes

  • Understand and explain the constitutional guarantees in the sixth amendment

Workflow

  1. Read the National Constitution Center on the Sixth Amendment.
  2. Watch the Kahn Academy video on the Sixth Amendment.

Right to Counsel

Lesson 17: Eighth Amendment: What Constitutes Cruel and Unusual Punishment?

Eighth Amendment

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Learning Outcomes

  • Understand and explain the Constitutional protections against excessive punishment in Eighth Amendment.

Workflow

  1. Read the National Constitution Center on the Eighth Amendment.
  2. Watch the Khan Academy video on the Eighth Amendment.

Death Penalty

Juvenile Life Imprisonment

Inmate Rights 

Professor DiPrenda’s Syllabus

CRJ-200-Constitutional-Law_Syllabus-Revised-Spring-2020-CC-LIC.

Lesson 18: Fourteenth Amendment: Discrimination in the Constitution and Due Process, Incorporation Doctrine

Fourteenth Amendment

Section 1

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section 2

Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice-President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.

Section 3

No person shall be a Senator or Representative in Congress, or elector of President and Vice-President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

Section 4

The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section 5

The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.

Learning Outcomes

  • Understand and explain the relationship between the federal government and the states.
  • Understand and explain the use of the incorporation doctrine, due process clause of the Fourteenth Amendment to apply cases to the states.

Workflow

  1. Read the National Constitution Center on the Fourteenth Amendment.
  2. Watch the Khan Academy video on the Fourteenth Amendment.

Slavery

Separate, but Equal (Segregation)

Japanese Internment

Interracial Marriage

Reproductive Rights

Gay Marriage

Incorporation Doctrine

Lesson 19: Trial Rights: Understanding the Rights of a Defendant

Jury Selection

Right to Remain Silent

Right to Confront Witnesses/Evidence

Double Jeopardy

Public Trials

Publicity

 

BMCC Annotated CRJ Department Syllabus

CRJ 200 Constitutional Law Sample Syllabus Annotated Spring 2020

Lesson 20: Social Media and The Constitution: What are the Limitations?

Are the President’s Tweets Government Action?

Cell Phone Searches

Can a Convicted Sex Offender Access the Internet?

Gerrymandering