Sunteți pe pagina 1din 1

Thomas Cooper

act sa
act sa Interns Name: Thomas Cooper Subject: Advisement of Miranda Rights

Instructional Planning Grid


Date: 20140301 Grade Level: 9-12

1. TEKS: The student will analyze custody and interrogation as they relate to the United States Supreme Court decision in Miranda v. Arizona.

2. Big Understandings: -Violating Miranda Rights can cause a case to be thrown out/overturned and evidence being inadmissible in court. -The student will not only have an Objective: Demonstrate how and when to understanding of their conduct as law advise a person of their Miranda Rights. enforcement officers but will also understand their constitutional rights under the 5th Amendment Miranda rights. -If you become a law enforcement officer, you need to know when to read a suspect of their rights, and if you are a lawyer you owe it to your clients to defend their constitutional rights. 3. Assessment Evidence: The student will interview/interrogate a suspect of a crime and prior to asking incriminating questions read him/her his/her constitutional rights under the 5 th Amendment Miranda Rights. Additionally the student will completely fill out an AF Form 1168 with all applicable suspect information, initials and signature. 4. Opening Hook: Instructor will have student identify themselves as a law enforcement officer who is investigating a crime. The student (law enforcement officer) will begin to ask the suspect for his personal information and the suspect will comply. The law enforcement officer will then start asking the suspect about the crime prior to reading the suspect (student) their Miranda Rights. 5. Instructional Strategies/Activities: Students will identify a person as a suspect and advise them of their 5th Amendment rights using an AF Form 1168 Statement of Suspect/Victim/Witness and an AFVA 31-231 Rights advisement card. 6. Materials/Resources: AF Form 1168 Statement of Suspect/Victim/Witness and an AFVA 31231 Rights advisement card. After the opening hook I will play two different videos of an appropriate and inappropriate interview/interrogation. 7. Grouping Patterns: Students will work in groups of 3 and have one suspect and 2 law enforcement officers. 8. Ending, Summary/Reflection: What questions do you have about who and when to read of their Miranda rights? After reading a suspect of their rights, students will release suspects on their own recognizance. Ensure students understand why not to ask a suspect any incriminating questions prior to reading them their rights and after they ask for counsel.

S-ar putea să vă placă și