邢唷��>� nq��m��欹� ��m&bjbjR疪� 4b0奴g0奴gm��bbbbb��vvvv� \v�>&蹿蹿蹿蹿蹿础础础尝>狈>狈>狈>狈>狈>狈>$惊�〤�谤>产础础础础础谤>产产蹿蹿��>111础产蹿产蹿尝>1础尝>11苍;袄=蹿��繱骋瞦搁��奥� <� 8>�>0�>蔼<�GD��GD@\=\=<�GDb�=�AA1AAAAAr>r>��AAA�>AAAA��GDAAAAAAAAA�X(: State of Idaho v. Eldon Gale Samuel Class: Psychology and the Law�Unit: Police InterrogationsLesson Topic:� Independence and Impartiality of the Court System Essential questions:� Did the police officers take advantage of Samuel in violation of his Fifth Amendment rights? How does a judge determine and interpret police officers� intentions during their interrogation of Samuel? Does Samuel抯 age, mental health, potential for rehabilitation, accountability, and remorse justify a lighter sentence that the district court imposed?Estimated Classroom Time: Two Days ( 70-minute class periods) Day 1. Introduction of the Samuel murders. The students will read a short two-page article on facts of the case only. They will then research Eldon Samuel抯 background as well as the details from the district court, including the issues that were presented in the Appellant抯 Brief. Day 2.� Split into assigned groups. Groups will consist of five judges, respondents, and petitioners; the respondents and petitioners will choose a speaker to present their case to the court.Content Standard Alignment: 9-12.G.4.3.4 - Analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court. 9-12.G.4.4.2 - Analyze and evaluate states� rights disputes past and present.� WHST.11-12.1a. - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. RH.11-12.5. - Analyze in detail how a complex primary source is structured. RH.11-12.6. - Evaluate authors� differing points of view on the same historical event or issue by assessing the authors� claims, reasoning, and evidence. RH.11-12.8. - Evaluate an author抯 premises, claims, and evidence by corroborating or challenging them with other information.Lesson� Objectives/Instructional Outcomes: Students will develop a logical argument based on their understanding and analysis of the background summary of the Idaho v.燬amuel case. Using their knowledge of psychology and the law, the Fifth Amendment, Miranda Rights, and background on police interrogations, students will develop an argument as to whether Samuel抯 Fifth Amendment rights were violated. Students will determine the importance of a judge抯 impartiality while interpreting and analyzing information presented by the petitioner and respondent. Students will also realize that judges have the charge both to follow and to interpret the lawLesson抯 Relationship to Unit Structure: The lesson connects with previous lessons, homework assignments, and students� studies in psychology. This lesson builds on the students� knowledge of the Fifth Amendment and Miranda Rights, as well as their knowledge of police interrogations. Students will already have experienced an extensive background in psychology and human behavior. (Psychology and the Law is an upper division course.) As foundation for future lessons, this lesson will help students understand the judges must remain independent and impartial. Independence without impartiality is simply politics. Instructional Materials/Resources: Background summary of the Eldon Samuel murders: News story from The Spokesman Review ( Spokane) , May 4, 2006 Background summary of the issues presented in the Appellant抯 Brief, 2019 Teacher� Institute, Oral Argument before the Idaho Supreme Court Case analysis templates provided in the 2019 Institute Binder. Concept Prerequisites:牋 Key concepts and terms:爎espondent petitioner, impartial, independent judiciary, appellate, Fifth Amendment, Miranda Rights, and challenges in determining the intent of the police interrogations and how these could be interpreted from different perspectives.Anticipated� Student Misconceptions: Students may believe that Idaho has an insanity plea.牋 Students may have formed their opinion before the activity starts. Students selected as judges may have to argue for an interpretation with which they personally disagree. Introduction/Anticipatory Set. Ask the students to think about these hypothetical questions (Maybe write them down or discuss them with a partner.): 營f a 16-year-old abused child kills his father and his brother, is this self defense? If the 16-year-old knows the police officers who are interrogating him, does this benefit the child or put the child at a disadvantage? Does the relationship with the child and the officers benefit the officers during the interrogation or put them at a disadvantage? Instructional Activity: Review the Fifth Amendment, Miranda Rights, and the psychology of police interrogations. Have students draw for groups: respondent, petitioner, judge. They will all then read the short summary on the Samuel murders, and research the background of Eldon Samuel and the Appellant抯 Brief, from the point of view of their role (excepting those who are selected as judges). Judges must remain impartial. The respondent and petitioner groups then must prepare their arguments for the following day. Each group will present for 20 minutes (or less); the judges must each ask a question of both groups. After both groups have presented, the judges will meet and write their opinion, addressing the following: Did the police officers take advantage of Samuel in violation of his Fifth Amendment rights? How does a judge determine and interpret police officers� intentions during their interrogation of Samuel? Does Samuel抯 age, mental health, potential for rehabilitation, accountability, and remorse justify a lighter sentence that the district court imposed?Differentiation According to Student Needs: Check for understanding by asking students to select from the choices below, and present orally to a small group or the full class. (Tasks vary in skills and complexity.) Provide a select vocabulary list with the key concepts and content vocabulary as a review.牋 Read answers to a/the anticipatory set question/s. Select and review one of the following: the Fifth Amendment, Miranda Rights, the rule of law, an independent and impartial judiciary. Wrap Up-Synthesis/Closure: Discuss how hard it can be to determine rulings based on the law. Where Samuel抯 rights violated? Was the fact that Samuel knew the police officers well a determining factor in his confession? Was Samuel coerced into waiving his Fifth Amendment rights because he felt comfortable with the interrogators, or did the officers take advantage of their relationship with Samuel when questioning and getting a confession from him?Assessment: Students will write and submit a one-page paper on their concurring or dissenting opinion in response to what the class court decides.� Students must employ at least three of the key lesson concepts and content vocabulary terms in their opinions.Extension and Evaluation of the Lesson: Enrichment:� The students could answer the following questions to check that they actively爌articipated in the group activity : 燞ow were Samuel抯 rights violated? How did the relationship with the officers, especially the SRO, affect Samuel during the interrogation? Should Samuel抯 age, mental health, potential for rehabilitation, accountability, and remorse have been a factor in the district court抯 sentencing? 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