Instructor: Linda Villalva

College:  Mount Hood Community College, Gresham, OR

Class:  Civics/ESL 85F Integrated Skills (high intermediate)

            OCG (On Common Ground)

Term:  Winter 2007


Themes:  Freedom of the Press/ Sexual Harassment in the workplace; Due Process of Law and Limited Government; Due Process of Law for victims and for people accused of crimes.


CA Objectives:  Research educational opportunities and resources such as “Tomorrow’s Jobs” at U.S. Dept. Labor website;

            Identify one job of interest and the education/training required;

            Listen to a representative from a counseling office present educational options.  Ask questions; take notes.


CASAS Objectives:

            4.1.4:  Identify and use information about training opportunities

            4.1.9:  Identify procedures for career planning, including self-assessment

            4.4.1:  Identify appropriate behavior, attire, attitudes, and social interaction, and other factors that affect job retention and advancement

            4.5.5:  Demonstrate basic computer skills and use of common software programs, including reading or interpreting computer-generated printouts

            4.8.1:  Demonstrate ability to work cooperatively with others as a member of a team, contributing to team efforts, maximizing the strengths of team members, promoting effective group interaction, and taking personal responsibility for accomplishing goals

            4.8.5:  Demonstrate leadership skills, including effectively communicating ideas or positions, motivating and respecting others, and responsibly challenging existing policies

            5.1.6:  Communicate one’s opinions on a current issue

            5.2.2: Identify or interpret U.S. historical documents

            5.3.2:  Identify individual legal rights and procedures for obtaining legal advice

            5.3.3:  Interpret basic court procedures

            5.3.7:  Identify common infractions and crimes, and legal consequences

            5.3.8: Identify procedures for reporting a crime

            5.5.6:  Interpret information about law enforcement activities

            7.4.4:  Identify or utilize appropriate informational resources, including the Internet


Class Materials:

            On Common Ground  Worktext  B and Video , Unit 8

            On Common Ground workbook  (2004) by Gelder and Holland, Unit 8

            Grammar in Context 3

            Articles from The Oregonian


Activity 1:Students preview video # 8 by looking at picture clips in text and making predictions.  Students watch video and gave responses.  While watching, students identified who said what and to whom, and put events into proper sequence.  Students develop and understanding of courtroom terms by matching with definitions.  Students role-play the interaction between a reporter and a defendant who won an appeal after being wrongfully convicted of assault and battery and armed robbery.


Act. 2:  Students rewatch video 8, focussing on the second case involving an illegal search for drugs.  Students again identify who said what and to whom, and placing events sequentially.  Again students were given more courtroom terms to match with definitions.  In groups, students write a role-play between two police officers debating whether to support an illegal search for drugs in court.  Students then debate as to which officer’s actions were correct.  Then students discuss what is admissible in court as evidence and what is a legal search.


Act. 3: Students view turning points on video 8.  Students work in groups to prepare and present posters on Due Process.  Some focus on content of laws and procedures of due process.  Others create a poster to show the characteristics of due process and examples.


Act. 4:  Students take a quiz of units 7-8, listing steps to take for reporting   sexual harassment on the job and due process content of laws and procedures.  Grammar :  Adjective clause from pp. 226-229.  Students completed examples in class and took homework.


Act.5:  Students brainstorm in groups knowledge of what is government, the types of services a government can provide, and purposes of government in the U.S.  Students debate the difference between authorities and power, sharing ideas with the class.  Students make decisions as to whether an activity represented a right or responsibility.  They complete a chart of these ideas and compare with the class.  Students go to the Internet to study real cases of people wrongfully convicted and then appealed.  They share findings first in groups assigned to certain cases, and then compare to the whole class.


Act.6:  Students, from previous internet   search  of “Tomorrow’s Jobs”, form questions for guest speaker from MHCC advising department, David Arguello.  David speaks to the class and answers questions pertaining to educational opportunities at MHCC.  He gives each student a packet for more information.  Students discuss main ideas presented .


Act.7:  Students view only the court scenes of Khalil (video 8).  Using a flow chart, students trace the evidence and verdicts of his trials.  Students debate whether or not Kahlil should receive compensation for time in prison and how much.


Homework assignments: During each unit, students were asked to read and bring in articles from The Oregonian Newspaper.  Topics included articles on free press, due process.  Students summarized the articles and discussed them in class.  Homework in grammar:  From Grammar in Context 3: Adjective clauses pp. 221-248.  Homework in workbook:  Journal assignments and other pages as assigned.