Post on 31-Jul-2020
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
CRIM 310
GARANTIAS CONSTITUCIONALES Y DERECHOS CIVILES
CONSTITUTIONALS PROTECTIONS AND CIVIL RIGHTS
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
CRIM 310 Constitutional Protections and Civil Rights 2
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Guía de Estudio ................................................................................................................. 3
Study Guide .................................................................................................................... 16
Workshop One ................................................................................................................ 29
Taller Dos ....................................................................................................................... 34
Workshop Three .............................................................................................................. 38
Taller Cuatro ................................................................................................................... 42
Taller Cuatro ................................................................................................................... 42
Workshop Five/Taller Cinco ............................................................................................. 46
Anejo A/Appendix A ....................................................................................................... 52
Anejo B/ Appendix B ....................................................................................................... 56
Anejo C/Appendix C ...................................................................................................... 58
Anejo D/ Appendix D ...................................................................................................... 62
Anejo E/Appendix E ........................................................................................................ 65
Anejo F/Appendix F......................................................................................................... 66
Anejo G/Appendix G ....................................................................................................... 68
Anejo H/Appendix H ....................................................................................................... 69
Anejo I/Appendix I .......................................................................................................... 72
Anejo J/Appendix J .......................................................................................................... 73
Anejo K/Appendix K ....................................................................................................... 74
Anejo L/Appendix L ........................................................................................................ 75
Anejo M/Appendix M ...................................................................................................... 77
Anejo N/Appendix N ....................................................................................................... 78
Anejo O/Appendix O ....................................................................................................... 80
Anejo P/Appendix P......................................................................................................... 83
Anejo Q/Appendix Q ....................................................................................................... 85
Anejo S /Appendix S ........................................................................................................ 87
CRIM 310 Constitutional Protections and Civil Rights 3
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Guía de Estudio{ TC "Guía de Estudio" \f C \l "1" } { TC "Guía de Estudio" \f C \l "1"
}
Título del Curso: Garantías Constitucionales y Derechos Civiles
Codificación: CRIM 310
Duración: 5 Semanas
Prerrequisito: CRIM 110 y 118
Descripción:
Se pretende con este curso examinar las garantías que emanan de las fuentes estatutarias,
constitucionales y jurisprudenciales emitidas por el Tribunal Supremo. Estaremos estudiando
el trasfondo histórico constitucional y filosofías que influenciaron a este desarrollo.
Estudiaremos a los derechos civiles, derechos humanos con sus conceptos fundamentales, las
perspectivas liberal burguesa y materialista. Analizaremos la estructura del gobierno federal
y la distribución de los poderes entre el gobierno federal y los estados. Por último,
examinaremos los organismos internacionales en relación a los derechos civiles. El énfasis
mayor lo serán los derechos civiles, Carta de Derechos, origen y desarrollo de nuestra
Constitución.
Objetivos Generales:
1. El estudiante aprenderá que los derechos civiles son aquellos derechos humanos
legalizados a través del poder regulador del estado.
2. Conocerá por medio del estudio de las leyes de naturaleza constitucional, casos
específicos en los tribunales y decisiones jurídicas, cuales son obligaciones y
derechos cívicos y políticos.
CRIM 310 Constitutional Protections and Civil Rights 4
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
3. Comprenderá la misión fundamental de estas libertades y derechos individuales, que
es provocar la coexistencia pacífica entre el poder gubernamental y la libertad
individual de sus ciudadanos.
4. Valorará el conocimiento y el respeto a los derechos de los ciudadanos.
5. Analizará la importancia del Derecho Procesal Criminal y probatorio en la
investigación de la evidencia, de forma que se garantice el debido proceso de ley.
6. Podrá definir correctamente los conceptos de Derechos Civiles y Derechos Humanos.
Textos
Amar, Vikram nd Tushnet, M., (2009). Global Perspective on Constitutional Law.
Oxford University Press.
Harr, J. Scott and Hess, Karen M., (2008). Constitutional Law and the Criminal
Justice System.(4th edit.), Wadsworth Publishing Co.
Hartman, G.R. , Mersky R.M. and Tate C.L., (2006) Landmark Supreme Court
Cases (1st. edit.), Checkmark Books
Libro Electrónico
Bianchi, A. B. (2008). Historia constitucional de los Estados Unidos [e-book]. Volumen 1.
Ediciones Cathedra Jurídica. ISBN: 9789871419135. http://bibliotecavirtualut.suagm.edu/ e-
libro.
Referencias y Material Suplementario
Constitución de Los Estados Unidos
CRIM 310 Constitutional Protections and Civil Rights 5
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Constitución de la Florida
Declaración Universal de Los Derechos Humanos (Organización de las Naciones
Unidas) 10 de diciembre de 1948
Declaración de los Derechos del hombre y del ciudadano ,5 de octubre de
1789, Asamblea Francesa
Abernathy, Glenn and Perry, B., (1993). Civil Liberties Under the Constitution. (6th
Edition). University of South Carolina Press
García, Pelayo. (1984). Derecho Constitucional Comparado. España: Alianza
Editorial Hervada, Javier y Zumaguero, José M. (1978). Textos Internacionales de
Derechos Humanos. España: Pamplona
Sullivan, K.M. and Gunther, Gerald.(2007). Constitutional Law (University Casebooks
Series)(16th edit.), Foundation Press
Evaluación:
Asistencia y Participación 25%
Tareas 20%
Proyecto Final 20%
Actividades Parciales en Grupo:
a. Actividad Constitución de los
Estados Unidos
b. Actividad Carta de Derechos
20%
CRIM 310 Constitutional Protections and Civil Rights 6
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Portafolio 15%
TOTAL : 100%
La puntuación final obtenida será la suma de la puntuación obtenida en todas las
actividades desarrolladas. La puntuación final será de 100 puntos con curva estándar.
Curva de Evaluación del Curso:
100-90 A 89-80 B 79-70 C 69-60 D 59-0 F
Descripción de la evaluación:
1. Asistencia y Participación: La asistencia es mandatoria y la puntualidad representa ética
profesional. El Facilitador llevará un registro de las mismas para cada taller y, al
finalizar el curso, utilizará el Anejo Q para evaluar a cada estudiante. Se espera que todo
estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas
asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la
participación de cada estudiante en cada taller y tomará en cuenta el grado de
participación, si ésta demuestra que el estudiante se preparó para la clase y su
contribución al desarrollo de la misma. La participación en clase a través del curso debe
darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la
participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo
Q. Además de la asistencia y participación en clase, el estudiante deberá cumplir veinte
(20) horas de ejercicio en el laboratorio de idiomas. A través de los cinco talleres el
estudiante deberá recopilar evidencia de su trabajo para ser entregada al facilitador en el
quinto taller. El facilitador determinará la distribución de horas entre ambos idiomas –
inglés y español – de acuerdo a las necesidades individuales de cada estudiante. El
CRIM 310 Constitutional Protections and Civil Rights 7
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
estudiante deberá completar sus horas físicamente en el laboratorio de idiomas – en cada
centro – o desde su casa/trabajo a través del programa “Tell Me More”.
2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación
en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán
entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones
sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar
esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.
3. Análisis de Casos Jurídicos: Para los talleres dos (2) y cuatro (4) los estudiantes deberán
preparar análisis de casos jurídicos correspondientes a los temas del taller. La
elaboración de dichos análisis debe seguir el modelo explicativo del Anejo L por lo cual
los estudiantes recibirán una nota final a parte de las tareas asignadas a cada taller. En
cuanto a la participación en clase durante la discusión de dichos casos se espera del
estudiante una participación activa y asertiva en este tipo de actividad. Estas actividades
contarán como parte de la nota de participación en clase y será evaluado con el Anejo Q.
4. Actividades Parciales en Grupo: En el Taller Tres y Cuatro los estudiantes deberán
completar y presentar trabajos investigativos en grupo. Las actividades incluyen trabajo
escrito y presentación oral. El facilitador evaluará los mismos utilizando los Anejos A,
B, C, L y O.
5. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”
– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va
desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la
primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para
CRIM 310 Constitutional Protections and Civil Rights 8
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado
utilizando los Anejos E-I y debe incluir las siguientes partes:
a. Portada estilo APA
b. Tabla de contenido
c. Introducción
d. Evaluación Inicial
e. División en cinco talleres
i. Asignaciones
ii. Reportes
iii. Avalúo
f. Conclusión – Evaluación Final
g. Bibliografía estilo APA
Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller
Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para
no acumular trabajo innecesariamente. La presentación es importante, preparado y
organizado profesionalmente. Debe incluir cada una de las secciones debidamente
organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejos E-I.
6. Laboratorio de Lenguaje (e-lab) – Los estudiantes deberán completar un mínimo de 20
horas en el laboratorio de lenguajes.
CRIM 310 Constitutional Protections and Civil Rights 9
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una
excepción a las reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el
idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
CRIM 310 Constitutional Protections and Civil Rights 10
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y
citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.
Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.
CRIM 310 Constitutional Protections and Civil Rights 11
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del
estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,
deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,
refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben
observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y
trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar
copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y el curso.
CRIM 310 Constitutional Protections and Civil Rights 12
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá
utilizar para la búsqueda de la información deseada. Entre ellas están:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
• http://www.chegg.com/ (alquiler)
• http://www.bookswim.com/ (alquiler)
• http://www.allbookstores.com/ (compra)
• http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de
ser necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración
de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
CRIM 310 Constitutional Protections and Civil Rights 13
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y
seleccionar los formularios que necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la
certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health
Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act
(RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el
que vivimos.
CRIM 310 Constitutional Protections and Civil Rights 14
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente
el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias.
Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar
un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias
de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar,
interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar
con situaciones en las cuales los estudiantes estén buscando activamente construir un
significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo
memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la
educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el
aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
CRIM 310 Constitutional Protections and Civil Rights 15
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
CRIM 310 Constitutional Protections and Civil Rights 16
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Study Guide{ TC "Study Guide" \f C \l "1" }
Course Title: Constitutional Protections and Civil Rights
Code: CRIM 310
Time Length: 5 weeks
Prerequisite: CRIM 110 and CRIM 118
Description
We will examine the protections derived from statutes, the Constitutions and jurisprudence
written by the Supreme Court. Our emphasis will be the civil rights, the Bill of Rights and
the development of our Constitution in addition to the different theories promoting and
influencing such development. The course ventures into federal government structure,
separation of powers and differences among the federal and state level. Students will
examine the implications of international concepts and affairs in regards to constitutional
protections and civil rights both at federal and state levels.
General Objectives
1. The student will learn that the civil rights are those human rights legalized by the
regulating power of the state.
2. The students will learn the duties, civil and political rights by studying the laws of
constitutional nature, specific cases and court decisions.
3. The student will understand the fundamental mission of these liberties and individual
rights, that is, to provoke the peaceful coexistence between the government power
and the individual liberty of his citizens.
4. Will value the rights of the citizens.
CRIM 310 Constitutional Protections and Civil Rights 17
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
5. Will analyze the importance of Criminal Procedure, Discovery and Evidence, so that
the Due Process of Law is guaranteed.
6. The student will define correctly Civil Rights and Human Rights.
7. Will be able to understand the relationship between the federal government and state
government
8. Will understand the basic fundamental characteristics of the constitutional system of
the United States.
9. Will understand that in every personal right there is an obligation.
10. Will understand that in any declaration of rights that do not have a declaration of
obligations do not have any legal significance.
11. The student will understand that to be sociologically effective, the civil rights need a
procedure.
Texts and Resources
Amar, Vikram nd Tushnet, M., (2009). Global Perspective on Constitutional Law.
Oxford University Press.
Harr, J. Scott and Hess, Karen M., (2008). Constitutional Law and the Criminal
Justice System.(4th edit.), Wadsworth Publishing Co.
Hartman, G.R. , Mersky R.M. and Tate C.L., (2006) Landmark Supreme Court
Cases (1st. edit.), Checkmark Books
E-Book
Bianchi, A. B. (2008). Historia constitucional de los Estados Unidos [e-book]. Volumen 1.
CRIM 310 Constitutional Protections and Civil Rights 18
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Ediciones Cathedra Jurídica. ISBN: 9789871419135. http://bibliotecavirtualut.suagm.edu/ e-
libro.
References and Supplementary materials
United States Constitution
Florida Constitution
Human Rights Declaration (ONU) December 10, 1948
Men and Citizen Rights Declaration (French Assembly) October 5, 1789
García, Pelayo. (1984). Derecho Constitucional Comparado. España: Alianza
Editorial Hervada, Javier y Zumaguero, José M. (1978). Textos Internacionales de
Derechos Humanos. España: Pamplona
Sullivan, K.M. and Gunther, Gerald.(2007). Constitutional Law (University
Casebooks Series)(16th edit.), Foundation Press
Evaluation:
Attendance and Participation 25%
Homework 20%
Final Project 20%
Partial Group Activities:
a. Learning about the US
Constitution Activity
b. Learning about the Bill of Rights
Activity
20%
CRIM 310 Constitutional Protections and Civil Rights 19
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Portfolio 15%
TOTAL : 100%
The final grade will be the sum of all individual activities. The final grade will be based on
a standard 100 points curve.
Course Evaluation Curve:
100-90 A 89-80 B 79-70 C 69-60 D 59-0 F
Evaluation’s description
1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a
professional posture. The Facilitator will register the student’s performance for both in
every workshop. At the end of the course, the Facilitator will evaluate each student with
the rubric in Appendix Q. All students are expected to attend class prepared to discuss
workshop topics (readings, assigned questions, etc.) and, to actively participate in class.
The Facilitator will evaluate the students’ participation in each workshop, taking into
consideration the degree of participation, if it demonstrates that the student prepared for
class and how much this participation contributed to the class’ development. Class
participation throughout the course should be in the language of the workshop. At the
end of the course, the Facilitator will evaluate each student with the rubric in Appendix
Q. In addition to the mandatory attendance and class participation the student shall
complete twenty (20) hours of language laboratory. Through each week the student shall
keep evidence of his/her work in order to turn in at the fifth workshop. The facilitator
will determine the distribution of hours among the two languages – English and Spanish
CRIM 310 Constitutional Protections and Civil Rights 20
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
– according to the individual needs of each student. The student can complete the
laboratory requirements either physically at the centers – language laboratories – or at
home/work through “Tell Me More”.
2. Assignments: Assignments before every workshop are a fundamental component of class
participation. The students will complete these assignments in the language of the
workshop, and turn them in at the end of it. The Facilitator will return the assignments
on the next workshop with the suggested corrections. The students should revise, correct
and improve these assignments, based upon the Facilitator’s comments.
3. Case Analysis: Cases Analysis will be requested for the second and fourth workshop.
The cases and analysis are related to the class discussion and will help the students
understand the concepts explain by the Facilitator. The analysis of this cases shall follow
the Appendix L . Students will receive a final grade for the cases analysis that grade is
included in the Partial Group Activities grade. It is expected and active and assertive
participation on the class discussion of these cases. Students’ performance will be
evaluated with Appendix Q.
4. Partial Group Activities: During Workshop the Third (3) and Fourth (4) workshops the
students will complete research papers, which presentation shall include both a written
paper and oral presentation. The facilitator will evaluate the work using Appendix A –
C; L & O . Students should review the appendix that explains the work structure and
instructions.
5. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with front
cover) where they would reflect upon course topics and development. It is important that
CRIM 310 Constitutional Protections and Civil Rights 21
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
all students work on the portfolio from the first week of class, keep it up to date and,
bring it to class for discussion and Facilitator’s revision.
The Portfolio should include the following sections:
1. Cover APA style
2. Table of Content
3. Introduction
4. Initial Evaluation
5. Five Workshops Divisions
i. Assignments
ii. News Articles/Reports
iii. Assessments
6. Conclusion – Final Evaluation
7. References APA style
Note: The Course Portfolio should be handed in, during the last week of class, Workshop
Five. However, the students should begin preparing the portfolio as the course develops,
to avoid accumulating last minute work. Presentation is important; it should be well
organized and professionally prepared. It should include each one of the sections
explained above, appropriately labeled. The Facilitator will evaluate the portfolio using
Appendixes E-I.
CRIM 310 Constitutional Protections and Civil Rights 22
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly using
the 50/50 model. This means that each workshop will be conducted entirely in the language
specified. The language used in the workshops will alternate to insure that 50% of the course
will be conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop, dividing that
workshop’s time and activities between the two languages. If students have difficulty with
asking a question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This should only be
an exception as it is important for students to use the assigned language. The 50/50 model
does not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must
present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is
justified and decide how the student will make up the missing work, if applicable. The
CRIM 310 Constitutional Protections and Civil Rights 23
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
facilitator will decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and make-up
work.
4. If a student is absent to more than one workshop the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade based on
the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she understands that an equivalent activity is possible. This activity must
include the same content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work. However, each
member will have to collaborate to assure the success of the group and the assessment will be
done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
CRIM 310 Constitutional Protections and Civil Rights 24
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
paraphrased material must be properly cited, with credit given to its author or publisher. It
should be noted that plagiarized writings are easily detectable and students should not risk
losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard
plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of
written assignments. It is the student’s responsibility to read the university’s plagiarism
policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong
to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work and that all references used
will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,
in case of detecting an incidence, the student will obtain a zero in the assignment or activity
and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed with
and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email address,
phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must
be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
CRIM 310 Constitutional Protections and Civil Rights 25
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
• http://www.chegg.com/ (rent)
• http://www.bookswim.com/ (rent)
• http://www.allbookstores.com/ (buy)
CRIM 310 Constitutional Protections and Civil Rights 26
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
• http://www.alibris.com/ (buy)
The facilitator may make changes or add additional web resources if deemed necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs to
administer a questionnaire or an interview, he/she will need to refer to the norms and
procedures of the Institutional Review Board Office (IRB) and ask for authorization. To
access the forms from the IRB Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability Accounting Act (HIPAA), y Responsibility
Conduct for Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
CRIM 310 Constitutional Protections and Civil Rights 27
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense
of our experiences. Learning, therefore, is simply the process of adjusting our mental models
to accommodate new experiences. As teachers, our focus is on making connections between
facts and fostering new understanding in students. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in the
context of wholes. Therefore, the learning process focuses on primary concepts, not isolated
facts.
3. In order to teach well, we must understand the mental models that students use to perceive
the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
CRIM 310 Constitutional Protections and Civil Rights 28
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
assessment part of the learning process, ensuring it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of the
world.
7. Learning should be internally controlled and mediated by the learner.
CRIM 310 Constitutional Protections and Civil Rights 29
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Workshop One{ TC "Workshop One" \f C \l "1" }{ TC "Workshop One" \f C \l "1" }
Specific Objectives:
At the end of this workshop, the student will:
1. Define key concepts related to US government and Constitutional Law.
2. Comprehend the history and development of the US Constitution.
3. Understand the historical documents that shape the US Constitution.
4. Identify the federalist view and the anti-federalist view.
5. Understand the development and importance of the Bill of Rights.
Language Objectives:
1. The student will be able to read and identify the main factors affecting the situations
describe in class.
2. The student will be able to prepare a written summary of the assign materials.
3. The student will be able to orally explain the analysis of the requested material.
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
US Constitution and the Bill of Rights
http://www.usconstitution.net/const.html
CRIM 310 Constitutional Protections and Civil Rights 30
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
http://www.usconstitution.net/
http://www.law.cornell.edu/constitution/constitution.billofrights.html
Definitions
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
Founding Documents
http://www.usdeclarationofindependence.com/id20.html
http://publish.learningfocused.com/263443
http://www.constitution.org/liberlib.htm
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials. Pay close
attention to the rubrics in the Appendix section. These rubrics will be used to assess
your knowledge.
2. Read the module carefully and bring any questions regarding the course material.
3. Search the following concepts on the Internet or dictionaries. Students should find the
meaning and also include a sentence or two with their own understanding of the
concept. At the end the students will turn in to the facilitator two definitions for each
concept:
a. Constitution
b. Federalism
c. Federalist
CRIM 310 Constitutional Protections and Civil Rights 31
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
d. Anti-federalist
e. Law
f. Natural Law
g. Common law
h. Civil rights
i. Human rights
j. Confederation
k. Rationalist
l. Judicial review
m. Constitutional Law
n. Articles of Confederation
4. Research information about the Magna Carta (1215) and in a brief essay explain what
is meant by higher law and also, the relationship between Magna Carta, The
Declaration of Independence (June 1776), The Articles of Confederation (1781),The
1787 Constitutional Convention and the evolution of the US constitutional
government.
5. Read and contrast for class discussion the differences between the federalist and anti-
federalist views.
6. Research and write to turn in to the Facilitator the basic differences between the
Articles of the Confederation and the US Constitution.
7. Visit the language lab (e-lab) and begin your hours of practice (5 hours minimum per
workshop).
CRIM 310 Constitutional Protections and Civil Rights 32
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Activities:
1. The Facilitator and the students will introduced themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The Facilitator will explain the evaluations, rubrics and assignments from each
workshop.
3. The Facilitator will select a student representative and will explain his/ her role.
4. The Facilitator will explain the course main objectives
5. In groups the student will establish a relationship between the assigned concepts and
will select a representative of the group to explain their ideas. This activity will not
take more than 15 minutes.
6. According with the class objectives and purpose the facilitator will explain the ideas
brought the students in regards of the concepts and their relationship.
7. The Facilitator will explain the difference between natural law and legal rights.
8. The Facilitator and students using the round table technique will discuss the Carta
Magna (1215), The Declaration of Independence (1776), The Articles of
Confederation (1781),The 1787 Constitutional Convention and the significance of
those documents in the creation of the public government structure and the evolution
of the US constitutional government.
9. The students will be divided in two groups for a debate exercise. One group will
assume the federalist position and will explain the advantages of their view also, they
will discuss: why the Bill of Rights should be in the Constitution? The second group
will assume the anti federalists view and will explain the advantages of their view
CRIM 310 Constitutional Protections and Civil Rights 33
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
also, they will discuss: Why the Bill of Rights should not be included in the
Constitution? The group that best sustain their position will earn extra points for class
participation.
10. The Facilitator will discuss the basic differences between the Articles of the
Confederation and the US Constitution and how the Confederation Articles helped
shape the US Constitution.
11. The Facilitator will discuss the assignments and objectives for the next workshop.
Assessment:
1. The Students will complete One Minute Paper (See Appendix M, N)
CRIM 310 Constitutional Protections and Civil Rights 34
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Taller Dos{ TC "Taller Dos" \f C \l "1" }{ TC "Taller Dos" \f C \l "1" }
Objetivos Específicos:
Al finalizar el taller el estudiante:
1. Conocerá el concepto de federalismo como estructura gubernamental.
2. Comprenderá las bases constitucionales del Federalismo Americano.
3. Clasificará los poderes nacionales y los poderes reservados a los estados garantizados
bajo la Constitución de los Estados Unidos.
4. Discutirá la doctrina de separación de poderes y de pesos y contrapesos.
5. Analizará la Doctrina de Revisión Judicial.
Objetivos del Lenguaje:
1. El estudiante deberá resumir de forma oral y escrita las ideas principales usando
adecuadamente la gramática y la ortografía después de leer una amplia variedad de
recursos impresos.
2. El estudiante podrá identificar los puntos relevantes de las doctrinas presentadas y su
relevancia usando la gramática y la ortografía en ambos idiomas (Inglés y Español).
3. El estudiante identificará los puntos principales de los casos asignados y organizará
dichos puntos de forma lógica.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
CRIM 310 Constitutional Protections and Civil Rights 35
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Biblioteca Virtual Turabo
http://bibliotecavirtualut.suagm.edu/
Marbury vs Madison, 5 U.S. 137 (1803)
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0005_0137_ZS.html
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=5&invol=137
Federalismo
http://www.wordreference.com/definicion/federalismo
http://www.proyectosfindecarrera.com/definicion/estado-federal.htm
www.fas.org/sgp/crs/misc/RL30315.pdf
http://wps.ablongman.com/long_edwards_ga_12/0,10640,2179775-,00.html
http://enciclopedia.us.es/index.php/Federalismo
McCulloch vs. Maryland, 17 U.S. 316 (1819)
http://www.law.cornell.edu/supct/html/historics/USSC_CR_0017_0316_ZS.html
http://www.lectlaw.com/files/case15.htm
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=17&invol=316
Asignaciones antes del Taller Dos:
1. Investigue y redacté un ensayo expositivo/analítico estilo APA sobre el federalismo
Americano. El ensayo debe definir el concepto de federalismo
y las bases constitucionales del federalismo americano; para ello utilice los primeros
tres (3) artículos de la Constitución y las interpretaciones conflictivas que sobre la
misma han surgido a través de la historia. El ensayo debe incluir al menos un mínimo
de tres (3) páginas.
CRIM 310 Constitutional Protections and Civil Rights 36
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
2. Lea y resuma el caso: McCulloch vs. Maryland (1819) – Interpretación del poder
federal. El estudiante debe aplicar el modelo de análisis presentado en el Anejo L.
3. Utilizando los libros sugeridos y las direcciones electrónicas lea y clasifique los
poderes nacionales y los poderes reservados a los estados establecidos bajo la
Constitución.
4. Lea y resuma el caso: Marbury vs. Madison (1803) – Doctrina de Revisión Judicial.
El estudiante debe aplicar el modelo de análisis presentado en el Anejo L.
5. Lea para discusión en clase los primeros tres artículos de la Constitución (Art. I, II &
III).
6. Realice sus horas de práctica en el laboratorio de idiomas (e-lab).
Actividades:
1. El Facilitador presenta los temas para este taller y aclara cualquier duda del taller
anterior.
2. En grupo los estudiantes analizarán el contenido de sus ensayos. El Facilitador le
asignará un subtema incluido en el ensayo para ser discutido por cada grupo a la
clase.
3. En mesa redonda el Facilitador junto con los estudiantes discutirán la relevancia y lo
establecido por el caso McCulloch vs. Maryland (1819).
4. En grupo los estudiantes desarrollarán una tirilla cómica política basado en la
decisión del caso McCulloch vs. Maryland (1819). Cada grupo presentará y explicará
su trabajo.
CRIM 310 Constitutional Protections and Civil Rights 37
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
5. Apoyado en las actividades anteriores el Facilitador explicará la teoría de separación
de poderes y de pesos y contrapesos y su vigencia en la actualidad.
6. En discusión abierta los estudiantes conjunto con el Facilitador analizarán el caso
Marbury vs. Madison (1803).
7. En grupo los estudiantes reflexionarán por escrito en el Art. III de la Constitución, el
caso Marbury vs. Madison (1803) y la naturaleza del poder judicial en cuanto a
interpretación de la ley.
8. El Facilitador discutirá las tareas para el próximo taller.
9. El Facilitador asignará los temas de la “Learning about the US Constitution” del
próximo taller. (Vea Anejo R)
Avalúo
1. Los estudiantes explicarán y contrastarán en un párrafo los casos judiciales discutidos
en clase.
2. Los estudiantes deben completar el ensayo en un minuto. (Véase el Anejo M, N)
CRIM 310 Constitutional Protections and Civil Rights 38
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Workshop Three{ TC "Workshop Three" \f C \l "1" }{ TC "Workshop Three" \f C \l "1" }
Specific Objectives:
At the end of the workshop the students will:
1. Understand the main purpose of the first seven articles of the US Constitution.
2. Recognize the difference in terms of function between the US Constitution and the Bill
of Rights.
3. Understand the Bill of Rights and the historic evolution of the document.
4. Discuss the principles outlined in the Bill of Rights.
Language Objectives:
1. The student will be able to define his/her professional point of view and pros and cons
related to an issue, support it with evidence, and take into consideration the
characteristics of the target audience.
2. The student will be able to integrate technology into professional activities.
3. The student will be able to prepare written and oral summaries of work materials.
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
US Constitution and the Bill of Rights
CRIM 310 Constitutional Protections and Civil Rights 39
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
http://www.usconstitution.net/const.html
http://www.usconstitution.net/
http://www.law.cornell.edu/constitution/constitution.billofrights.html
http://www.aclu.org/crimjustice/gen/10084res20020304.html
Definitions
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
http://dictionary.lp.findlaw.com/
Assignments before Workshop Three:
1. In groups the students will work on the presentation and written work about the US
Constitution articles.
2. Define and describe the relationship between the following concepts:
a. Mandamus
b. Habeas Corpus
c. Injunctive relief
d. Certiorari
3. Research, read and briefly explain in a short essay what is a Constitution amendment
and the historic evolution of the Bill of Rights to turn in to the Facilitator. Students
must follow APA guidelines.
4. Complete your 5 hours of practice in the language lab.
CRIM 310 Constitutional Protections and Civil Rights 40
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Activities:
1. The Facilitator will introduce today topic and clarify any doubts of the prior
workshop.
2. In groups the students will present their projects on “Learning about the
Constitution”.
3. After the presentations the students in groups will answer in writing the following
questions:
a. Where the legislative power does resides?
b. Explain the structure of Congress?
c. What are the enumerated powers of Congress?
d. How many senators are in each state and how long is the term of each
senator?
e. Where the executive power does resides?
f. Who substitutes the president of the Unites States in case of disability, death
or any other reasons?
g. Who is the commander in chief?
h. How is the pledge of the president before starting his office?
i. Who name the ambassadors, ministers, public consuls and justices?
j. Who name the Senate vacancies when in recess?
k. Who presents the State of the Union?
CRIM 310 Constitutional Protections and Civil Rights 41
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
l. How the president, vice-president and all other civil officers of the United
States be fired?
m. Where the judicial power does resides?
n. What are the cases of the original jurisdiction of the Supreme Court of the
United States?
o. What is the full pledge and credit doctrine?
p. What are the protections of art.4section 4 of the Constitution of the United
States?
q. What are privileges and immunities?
4. The Facilitator along with the students will discuss the answers of the questions.
5. The Facilitator along with the students will discuss the answers of the questions.
6. In a round table discussion the students along with the Facilitator will identify and
analyze the judicial remedies for violation of rights (mandamus, habeas corpus,
certiorari and injunctive relief).
7. The Facilitator will introduce the topic on the Bill of Rights, its development and will
discuss the function of the US Constitution and Bill of Rights.
8. The Facilitator will discuss the homework for the next workshop.
9. The Facilitator will assign the topic for the Bill of Rights Activity. (Refer to
Appendix S)
Assessment:
1. The Students will complete the One Minute Paper and will add and respond the
following question: What you learn today that is new to you?
CRIM 310 Constitutional Protections and Civil Rights 42
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Taller Cuatro{ TC "Taller Cuatro " \f C \l "1" }{ TC "Taller Cuatro " \f C \l "1" }
Objetivos Específicos:
Al finalizar el taller, el estudiante:
1. Conocerá las garantías ofrecidas por la Constitución a los ciudadanos: Derechos y
Libertades Civiles.
2. Identificará las libertades básicas ofrecidas en la Primera Enmienda de la Constitución.
3. Explicará el origen de la milicia y la Segunda Enmienda de la Constitución.
4. Analizará las enmiendas constitucionales establecidas en la Carta de Derechos que
influencian el sistema de justicia criminal. Se enfatizarán las Enmiendas IV, V, VI, VIII y
XIV pero, también se discutirán la Enmienda I y II de la Carta de Derechos.
5. Discutirá la doctrina de legitimación activa junto con las doctrinas de academicidad y
madurez.
6. Aprenderá la diferencia entre el Debido Proceso de Ley y la Igualdad de Protección de
las leyes, preceptos legales establecidos mediante la Enmienda XIV.
Objetivos de Lenguaje:
1. El estudiante desarrollará un informe expositivo-argumentativo sobre los casos
asignados mediante el cual presentará todos los elementos técnicos y los argumentos
que conduzcan a una conclusión coherente a los contenidos revisados.
2. El estudiante tendrá la oportunidad de desarrollar una presentación oral mediante la
cual deberá integrar el uso de la tecnología en su actividad.
3. El estudiante tendrá la oportunidad de preparar un resumen oral y escrito del material
de trabajo.
CRIM 310 Constitutional Protections and Civil Rights 43
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Biblioteca Virtual Turabo
http://bibliotecavirtualut.suagm.edu/
Casos/Cases
http://www.law.cornell.edu/supct/html/03-1454.ZS.html
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/landmarkvotes.html
http://www.findlaw.com/casecode/constitution/
Supreme Court Cases/ Casos de la Corte Suprema
http://www.findlaw.com/casecode/supreme.html
Courts of Appeals Cases/ Casos Corte de Apelaciones
http://www.findlaw.com/casecode/courts/
Diccionario Legal
http://dictionary.lp.findlaw.com/
http://legal-dictionary.thefreedictionary.com/
http://www.britannica.com/
http://bitbucket.icaap.org/
CRIM 310 Constitutional Protections and Civil Rights 44
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Asignaciones antes del Cuarto Taller:
1. El estudiante leerá y resumirá para entregar al Facilitador las enmiendas I, II, IV, V, VI,
VIII y XIV de la Carta de Derechos.
2. El estudiante en un corto ensayo definirá las doctrinas de legitimación activa madurez y
academicidad para entregar de forma individual al Facilitador. Mediante el ensayo el
estudiante debe explicar la aplicación e importancia en el campo constitucional de dichas
doctrinas.
3. El estudiante en grupo debe preparar el trabajo escrito conjunto con la presentación
asignada en clase. Los casos deben ser incluidos en el informe escrito al igual que en la
presentación.
4. Complete sus 5 horas de práctica en el laboratorio de lenguaje.
Actividades:
1. El Facilitador llevará a cabo una breve introducción del tema del día y deberá aclarar
cualquier duda del taller anterior.
2. En mesa redonda el Facilitador discutirá las garantías ofrecidas por la Constitución a
los ciudadanos: Derechos y Libertades Civiles.
3. Los Estudiantes comenzarán sus presentaciones en referencia a las enmiendas
constitucionales establecidas en la Carta de Derechos que influencian el sistema de
justicia criminal.
4. El Facilitador ofrecerá una conferencia las doctrinas de legitimación activa madurez y
academicidad.
CRIM 310 Constitutional Protections and Civil Rights 45
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
5. El Facilitador ofrecerá una discusión breve tipo debate en cuanto a la diferencia entre
los preceptos legales de Debido Proceso de Ley e Igualdad de Derechos.
6. El Facilitador brindará ejercicios hipotéticos de aplicación mediante escenarios
legales para la aplicación de las doctrinas discutidas.
7. En grupo los estudiantes recrearán el escenario legal de la situación hipotética
asignada. Cada estudiante del grupo asumirá un rol dentro del ejercicio. Por ejemplo,
dentro del grupo asumirán los roles de Demandantes, Defendidos y Tribunal. Una vez
se le asigné el ejercicio cada parte se reunirá para sus alegaciones y el Tribunal para
la decisión a tomar de acuerdo a la situación presentada y aplicando las doctrinas
discutidas en clase de legitimación activa, madurez y academicidad.
8. El Facilitador discutirá las tareas para el próximo taller.
Avalúo
1. Los estudiantes deben completar el Ensayo en un Minuto. (Anejo M,N)
CRIM 310 Constitutional Protections and Civil Rights 46
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Workshop Five/Taller Cinco{ TC "Workshop Five/Taller Cinco" \f C \l "1" }{ TC
"Workshop Five/Taller Cinco" \f C \l "1" }
NOTA: Este taller es bilingüe.
Tanto, el Facilitador como los
estudiantes, deberán utilizar el
idioma asignado para cada tarea y
actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned for
each homework and activity.
Specific Objectives:
At the end of this workshop the students will:
1. Examine a global perspective on constitutional law.
2. Compare US Constitutional System with other foreign systems such as Canada,
France, Germany, India and Israel in topics like abortion, race and religion.
3. Learn about the International Declaration of Human Rights of the United Nations.
4. Analyze the need and function of the International Organizations of the United
Nations and the American States Organization.
Language Objectives:
1. The student will be able to orally explain the analysis of the requested material in
both languages.
2. The student will be able to prepare a written summary of the assign materials in both
languages.
3. The student will be able to define his/her professional point of view and pros and
cons related to an issue, support it with evidence, and take into consideration the
characteristics of the target audience in both languages.
CRIM 310 Constitutional Protections and Civil Rights 47
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Electronic Links (URLs):
UNE Virtual Library
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
UMET Virtual Library
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Turabo Virtual Library
http://bibliotecavirtualut.suagm.edu/
United Nations
http://www.un.org/rights/dpi1774e.htm
http://www.un.org/rights/HRToday/hrbiblio.htm
http://www.universalhumanrightsindex.org/en/about.html
http://www.un.org/en/documents/udhr/http://www.un.org/en/documents/udhr/
http://www.un.org/en/rights/
Human Rights Organizations
http://www.hrweb.org/resource.html
http://www.state.gov/p/wha/rt/oas/
http://www.internationalrelations.house.gov/subcommittees.asp?committee=6
Assignments before Workshop Five:
1. In English the Students will prepare an essay following the APA guidelines about the
International Declaration of Human Rights (1945) and the United Nations Functions.
2. Through the essay the students must answer the following questions:
a. What is the United Nations?
CRIM 310 Constitutional Protections and Civil Rights 48
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
b. Explain the international importance of the United Nations.
c. What is the purpose of the International Declaration of Human Rights (1945)?
d. Briefly explain the purpose of each commission establish through the United
Nations.
e. Describe the advisory services offered by the United Nations.
f. What is the International Criminal Court and what kind of cases are processed
by this court?
g. According with your point of view, explain the pros and cons of the
International Declaration of Human Rights (1945).
3. The Students will research about human rights organizations and resources after
making a selection of one organization other than the United Nations, they will write
in Spanish the name, purpose, years of foundation and the advisory services provided
through the organization. The information is needed for class discussion and must be
turn in to the Facilitator and the end of the workshop.
4. In English the students will prepare a written work and class presentation on the
following topics:
a. Compare Canada, Germany and US laws on Abortion.
b. Compare the Adjudication Procedures of France, Germany, Israel and the US.
c. Compare the laws on Race and Gender specifically Affirmative Action laws
in India and US.
CRIM 310 Constitutional Protections and Civil Rights 49
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
d. Compare Hate Speech or Offensive Speech laws in the US, Canada and
Germany.
The Students will develop the assignment in groups of no more than four (4)
members. The work will be graded separately, written and oral presentation.
Activities:
1. The Facilitator will introduce the topics of discussion and will clarify any doubts or
questions from the prior workshop.
2. The Facilitator will start a discussion on global perspective and comparative
constitutional law.
3. In English the Students will start presenting their research work on the assigned
topics on comparative constitutional law.
4. In Spanish the students will present the international organization selected for today
discussion. Actividad: Adivina quien? The students will prepare a graphics (no
letters only graphic/drawing representation) posters in class that represent the
services provided by the selected organization. The Students will try to guess the
purpose and function of the organization according with the graphics shown.
5. The Facilitator will explain the students the relationship of human rights and
constitutional rights.
6. The Facilitator will show the students cases scenarios of different countries
7. In a round table discussion the Students along with the Facilitator will discuss the
importance of the International Declaration of Human Rights and the importance of
the United Nations. In English.
CRIM 310 Constitutional Protections and Civil Rights 50
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
8. Students will hand in the Portfolio.
9. The students will reflect on the following question: Do you truly that our private
rights are protected under the Constitution? Is the system working for the public/
private individuals or for the government? (in Spanish)
Assessment:
1. The students will complete their last one minute essay and finish putting together
their portfolio. (Appendixes M and N)
CRIM 310 Constitutional Protections and Civil Rights 51
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejos/Appendixes
CRIM 310 Constitutional Protections and Civil Rights 52
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo A/Appendix A{ TC "Anejo A/Appendix A" \f C \l "1" }{ TC "Anejo A/Appendix
A" \f C \l "1" }
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose,
objectives and principal ideas
included in the paper
10
Presentation of ideas is organized,
coherent and can be easily
followed
10
The paper properly explains
content.
10
The presentation of ideas and
arguments are based in sources
presented, consulted or discussed
in class.
10
The paper demonstrates substance,
logic and originality.
10
The author presents his point of
view in a clear, convincing and
well based manner.
10
Contains well-constructed
sentences and paragraphs that
facilitate lecture and
comprehension.
10
CRIM 310 Constitutional Protections and Civil Rights 53
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Language
Demonstrate a command of
standard English (vocabulary
used, syntax and flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs
appropriately and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: _________________Facilitator’s signature:___________________
CRIM 310 Constitutional Protections and Civil Rights 54
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Contenido
Este trabajo está claro, enfocado e
interesante. Identifica el
propósito, objetivos e ideas
principales del documento o
actividad.
10
La presentación de ideas es
coherente y puede ser seguida
fácilmente.
10
El documento explica
propiamente el contenido.
10
La presentación de ideas y
argumentos está basada en
recursos presentados, consultados
o discutidos en clase.
10
El documento demuestra
substancia, lógica y originalidad.
10
El autor presenta su punto de vista
en una manera clara, convincente
y bien estructurada.
10
Contiene oraciones bien
estructuradas y párrafos que
facilitan la lectura y comprensión
del documento.
10
Lenguaje
CRIM 310 Constitutional Protections and Civil Rights 55
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Demuestra un conocimiento del
español (vocabulario, sintaxis y
flujo de ideas).
10
Usa gramática apropiada y
correctamente.
10
Maneja verbos y acentuación
apropiada y correctamente.
10
Total Puntos 100 (70% contenido y
30% lenguaje)
Puntuación Total:
_______
Student’s Signature: _________________
Facilitator’sSignature:___________________
CRIM 310 Constitutional Protections and Civil Rights 56
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo B/ Appendix B{ TC "Anejo B/ Appendix B" \f C \l "1" }{ TC "Anejo B/ Appendix
B" \f C \l "1" }
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntuación del
estudiante
Asistió a las reuniones o actividades del
grupo.
10
Colaboró en la planificación y
organización de las reuniones o
actividades de grupo.
10
Demostró disposición para cooperar con
el grupo.
10
Contribuyó frecuentemente a las
discusiones del grupo
10
Participó activamente en las reuniones y
actividades.
10
Demostró interés en las discusiones y
actividades del grupo.
10
Vino preparado(a) a las reuniones,
actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos
y argumentos de sus compañeros.
10
Contribuyó al grupo con material e
información adicional.
10
Contribuyó significativamente al trabajo
que presentó el grupo.
10
Totals 100
CRIM 310 Constitutional Protections and Civil Rights 57
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and
activities of the group.
10
Collaborated with the planning and
organization of activities of the group.
10
Demonstrated cooperation and team
work with the group.
10
Contributed frequently with the
discussions of the group.
10
Participated actively in the meetings
and activities.
10
Demonstrated interest in the
discussions and activities of the group.
10
Came prepared to meetings, activities
and discussions of the group.
10
Demonstrated attention to the
arguments within the group.
10
Contributed to the group with
additional information.
10
Contributed significantly with the
work that presented the group.
10
Totals 100
CRIM 310 Constitutional Protections and Civil Rights 58
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo C/Appendix C{ TC "Anejo C/Appendix C" \f C \l "1" }
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION
INDIVIDUAL/GRUPAL ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criterio Puntos Puntuación del
estudiante
Contenido
Realiza una introducción efectiva del
tema identificando el propósito,
objetivo e ideas principales que se
incluyen en la presentación.
10
La presentación es organizada y
coherente y puede seguirse con
facilidad.
10
El presentador demuestra dominio del
tema o materia de la presentación al
explicar con propiedad el contenido y
no incurrir en errores.
10
Las ideas y argumentos de la
presentación están bien
fundamentados en los recursos
presentados, consultados o discutidos
en clase.
10
Capta la atención e interés de la
audiencia y/o promueve su
participación, según aplique.
10
Proyección efectiva, postura corporal
adecuada, manejo de la audiencia,
10
CRIM 310 Constitutional Protections and Civil Rights 59
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
manejo del tiempo asignado.
Usa varias estrategias para hablar o
definir conceptos, interpretaciones,
aplicaciones y evaluación de procesos
o experiencias en el contenido del
curso.
10
Lenguaje
Pronunciación de las palabras es clara
y de manera correcta para que se
entienda el lenguaje utilizado.
10
Uso correcto de la gramática y
conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para
expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de
contenido y 30%
Lenguaje)
Puntuación del
Estudiante:
________
Firma del Estudiante: _________________
Firma del Facilitador: ____________________
CRIM 310 Constitutional Protections and Civil Rights 60
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content
Performs an effective introduction to
the theme identifying the objectives,
ideas and principles that are included
in the presentation.
10
The presentation is organized and
coherent, and could be easily followed
10
The presenter demonstrates domain of
the theme or subject by means of
properly explaining content without
incurring in errors
10
The ideas and arguments of the
presentation are well founded by the
resources presented, consulted or
discussed in class
10
Capture of the attention and interest of
the audience and/or promote their
participation, as applicable
10
Effective personal projection, corporal
posture and manage of the audience;
10
Uses a variety of speaking strategies
to define concepts, interpretation,
application and evaluation of
processes using experience on
concepts or content of class.
10
Language
CRIM 310 Constitutional Protections and Civil Rights 61
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Student pronounces words in a clear
and correct manner so as to make the
correct language used understood to
others.
10
Correct use of grammar and verb
conjugation.
10
Use of correct use of vocabulary
words to express message.
10
Total Points 100 (70% of
content and 30% of
language)
Student’s Total
Score:
________
Student’s signature: __________________
Facilitator’s Signature: __________________
CRIM 310 Constitutional Protections and Civil Rights 62
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo D/ Appendix D{ TC "Anejo D/ Appendix D" \f C \l "1" }{ TC "Anejo D/ Appendix
D" \f C \l "1" }
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
4. Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
5. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be placed
at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth
Edition”
CRIM 310 Constitutional Protections and Civil Rights 63
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
• A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated (Appendix L).
• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added to the
end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes (Appendix E ).
6. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life,
is sharing feedback with each student to review the contents, student reflections, and your
evaluations of individual items and all of the work together as related to learning targets
(Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios (Appendix
I ). Facilitators will focus their attention on showing students what is possible and their
progress rather than what is wrong; however, this does not mean that facilitators will not
cover weaknesses and areas for improvement during the conference. Facilitators will send
this feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to
become better metacognitive learners on the feedback template. Students will e-mail the
template with their comments back to the facilitator after every workshop.
7. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation purposes
during this term (Appendix J,K ).
CRIM 310 Constitutional Protections and Civil Rights 64
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
• After this term, and if their authors authorize Ana G. Mendez University System to
discard their portfolios by signing an official document, portfolio samples will be
destroyed; otherwise, they will be returned to their original authors (Appendix J,K).
CRIM 310 Constitutional Protections and Civil Rights 65
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo E/Appendix E{ TC "Anejo E/Appendix E" \f C \l "1" }{ TC "Anejo E/Appendix E"
\f C \l "1" }
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one:
� Universidad del Este � Universidad Metropolitana � Universidad del Turabo
Check one:
� Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo F/Appendix F{ TC "Anejo F/Appendix F" \f C \l "1" }{ TC "Anejo F/Appendix F"
\f C \l "1" }
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
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10
CRIM 310 Constitutional Protections and Civil Rights 68
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo G/Appendix G{ TC "Anejo G/Appendix G" \f C \l "1" }{ TC "Anejo G/Appendix
G" \f C \l "1" }
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid
judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and reflections
on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of the
portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated criteria
of successful performance?
Does the portfolio provide for greater interaction between instruction
and assessment?
Adapted from:
Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
CRIM 310 Constitutional Protections and Civil Rights 69
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo H/Appendix H{ TC "Anejo H/Appendix H" \f C \l "1" }{ TC "Anejo H/Appendix
H" \f C \l "1" }
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical
sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio professional? Are
graphics, colors and portfolio language consistent with professional
workplace expectations? Is the portfolio presented in a neat and
orderly manner?
Organization: Is the portfolio organized in a manner that makes it
easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain
CRIM 310 Constitutional Protections and Civil Rights 70
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
the student’s reaction or reflection on the selected topics? Do entries
provide thorough understanding of content? Resume, Activities List,
Varied Samples of Written Work, Evidence of Problem Solving, and
Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection of
the student’s efforts and abilities?
Growth/Development: Do samples provide thorough understanding
of growth and development related to their field of concentration? Do
items show what the student has learned?
Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of
collaboration, and use collaboration to support his/her learning?
Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek
opportunities for professional growth? Does the student include self-
reflective comments? Does the student reflect enthusiasm for
learning?
Professional Conduct: Do items show clear understanding of ethical
behavior and professional conduct? Do items display the pride the
CRIM 310 Constitutional Protections and Civil Rights 71
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value (skills,
abilities, knowledge) to a potential employer or college
representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.
Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –
Metro Orlando Campus
CRIM 310 Constitutional Protections and Civil Rights 72
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo I/Appendix I{ TC "Anejo I/Appendix I " \f C \l "1" }{ TC "Anejo I/Appendix I" \f C \l
"1" }
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
response
and
comments
CRIM 310 Constitutional Protections and Civil Rights 73
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Rev. 09-09-09 Prof. Lucette Cardona, M.A., J.D.
Anejo J/Appendix J{ TC "Anejo J/Appendix J" \f C \l "1" }{ TC "Anejo
J/Appendix J" \f C \l "1" }
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed
without my consent.
By signing this document I authorize the office of Assessment and Placement to keep
a copy of my portfolio for six months and return it to me at the end of this period of
time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
CRIM 310 Constitutional Protections and Civil Rights 74
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo K/Appendix K{ TC "Anejo K/Appendix K " \f C \l "1" }{ TC "Anejo
K/Appendix K" \f C \l "1" }
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed
without my consent.
By signing this document I authorize the Office of Placement and Assessment to keep
a copy of my portfolio for six months and discard it at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
CRIM 310 Constitutional Protections and Civil Rights 75
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo L/Appendix L{ TC "Anejo L/Appendix L " \f C \l "1" }{ TC "Anejo
L/Appendix L " \f C \l "1" }
Case Analysis
Case Brief
Case briefs are documents prepared by students as a study aid when trying to capture
the essence and importance of a court decisions. A case brief summarizes a court
decision by outlining, at a minimum, the facts of the case, the legal issues raised, and
the rationale for the court’s decision.
There are many ways to organize a case brief and each structure may include and
exclude items different than those requested here. The references listed at the end of
this handout show the variation in how a case might be briefed, but they also provide
additional information to help you complete a brief. So, in addition to the items and
explanations below, you should consult the references for additional clarity. For
purposes of the assignment, follow the structure provided here in preparing your case
brief.
GENERAL STRUCTURE
I. Name and Year of Case
II. Parties names and Roles
III. Nature of the Case Procedural background and the type of
case.
IV. Facts of the Case In one or two paragraphs, provide a
concise summary of the incident that
brought the case before the court. This
will include a description of the crime
and the circumstances causing the
earlier court’s decision to be appealed.
This is actually one of the more
difficult parts of the brief since requires
CRIM 310 Constitutional Protections and Civil Rights 76
Prep. 01-08-05. Prof. Nereida A. Oliveras & Eva. Prof. Natalia S. Ruiz-Muñiz, MAOM
Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
you to clearly identify and concisely
state ONLY that information needed to
understand the case. The decision itself
usually includes a lot more information
than is needed for the brief
V. Issue or Statutory Question Phrase, in your own words, the legal
question the court has tried to answer in
this case.
VI. Decision How has this court resolved the issue?
What was the outcome?
CRIM 310 Constitutional Protections and Civil Rights 77
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo M/Appendix M{ TC "Anejo M/Appendix M " \f C \l "1" }{ TC "Anejo
M/Appendix M " \f C \l "1" }
ONE MINUTE PAPER
Name: Date:
Course:
Instructions: Briefly answer the following questions. Students must read any extra
instructions or reflection statements in the workshops to complete the one minute
paper.
1. What is the most important concept or idea that you learned in class
today? Explain
2. Which questions or doubts remained unanswered today?
3. In which circumstances would you be able to apply the concepts and ideas
discussed today?
4. Statement proposed in the workshop.
CRIM 310 Constitutional Protections and Civil Rights 78
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo N/Appendix N{ TC "Anejo N/Appendix N" \f C \l "1" }{ TC "Anejo
N/Appendix N" \f C \l "1" }
One Minute Paper Rubric
Name________________________________
APA Style
The reflexive
diary is written
following the
APA style.
(1 point)
The reflexive
diary isn’t
written
following the
APA style.
(0 points)
Length/Time
One page
document as
requested and on
time.
( 1 point)
The document
was either too
short or longer
than requested
and/or was late.
(0 points)
Details on areas
suggested from
Appendix E.
Elaborated on
numerous areas
suggested in
Appendix E.
Elaborated on
some areas
suggested in
Appendix E.
Many areas
weren’t well
elaborated.
( 0 points)
CRIM 310 Constitutional Protections and Civil Rights 79
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
( 4 points) (2 point)
Grammar
Grammar and
usage were
correct and
contributed to
clarity and style.
(2 points)
Writer made 1-2
errors in
grammar ( 1
point)
Repeated errors
in grammar.
( 0 points)
Spelling
Writer made no
errors in
Spelling.
(2 points)
Writer made few
spelling errors.
( 1 point)
Writer made
many errors in
spelling.
(0 points)
Grade: ___________
CRIM 310 Constitutional Protections and Civil Rights 80
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo O/Appendix O{ TC "Anejo O/Appendix O" \f C \l "1" }{ TC "Anejo
O/Appendix O" \f C \l "1" }
Rubric to Evaluate Oral Presentation
Student’s Name: ______________________
Criteria Value Points Student Score
Content
The speaker provides a variety
of types of content appropriate
for the task, such as
generalizations, details,
examples and various forms of
evidence.
10
The speaker takes into account
the specific knowledge and
experience of the listener.
10
The speaker uses arguments
which are adapted to the values
and motivation of the specific
listener.
10
The speaker uses delivery to
emphasize and enhance the
meaning of the message.
10
CRIM 310 Constitutional Protections and Civil Rights 81
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
The speaker delivers the
message in a lively and
enthusiastic fashion.
10
The volume varies to add
emphasis and interest.
10
Pronunciation and enunciation
are very clear. The speaker
exhibits very little disfluency
such as (“ahs”, “uhms” or “you
knwos”.
10
Language
Student pronounces words in
a clear and correct manner so
as to make language
understood to others.
10
Correct use of grammar and
verb conjugation.
10
Use of correct use of
vocabulary words to express
message.
10
TOTAL POINTS 100 (70 content + 30
language)
Student’s TOTAL SCORE
__________
Student’s Signature: _______________________
CRIM 310 Constitutional Protections and Civil Rights 82
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Facilitator Signature: _______________________
Date: _________________
CRIM 310 Constitutional Protections and Civil Rights 83
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo P/Appendix P{ TC "Anejo P/Appendix P" \f C \l "1" }
Students Weekly Progress Record Sheet
Student Name: ______________________________
Criteria
Week
One
Week
Two
Week
Three
Week
Four
Week
Five
Attendance
Class
Participation
Assignments
Activities
during class
Assessment
CRIM 310 Constitutional Protections and Civil Rights 84
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Workshop One Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Two Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature:______________
Workshop Three Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Four Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Five Comments: __________________________________________________________________________________________________________________________________________________________________________________________Student’s Signature: ______________ Facilitator Signature: ______________
CRIM 310 Constitutional Protections and Civil Rights 85
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo Q/Appendix Q{ TC "Anejo Q/Appendix Q" \f C \l "1" }
Rubric to Evaluate Class Attendance and Participation
Student’s Name: ______________________ Total ________
Attendance _______
0 pts = Absent in four or more workshops or absent in three workshops and was late in two
workshops.
1 pts = Absent in three workshops or absent in two workshops and was late in three or more
workshops
2 pts = Absent in two workshops or absent in one workshop and was late in three or more
workshops
3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops
4 pts = Attended all workshops but was late in one or two workshops
5 pts = Perfect attendance
Class Participation _______
0 1 2 3 4 5
Contributes frequently to class discussion.
Demonstrate interest in class discussion.
Answers questions made by the facilitator and classmates.
Ask questions pertinent to the class subjects.
Arrived prepared to class.
Present arguments based on class lecture, work and
assignments.
Demonstrate attention and opening towards arguments.
Demonstrate initiative and creativity in class activities.
0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent
Anejo R /Appendix R
“Learning about the US Constitution”
CRIM 310 Constitutional Protections and Civil Rights 86
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Through this activity the student will help each other understand the basic first seven
articles of the US Constitution. This activity is guided to help the student create the
foundation to understand the Bill of Rights. The activity should be completed by
groups and each of the groups will discuss one of the articles assigned and its
sections. The students should develop an essay with a minimum of three (3) pages
and an oral presentation.
The students must:
Identify the purpose and meaning of the article.
Generally explain the article.
Explain and bring examples of the application of the article today.
Articles of the Constitution Topic
Article I Legislative Power (Sect.1-5)
Article I Legislative Power (Sect.6-10)
Article II Executive Power (Sect.1-4)
Article III Judicial Article (Sect.1-3)
Article IV Interstate Relations (Sect.1-4)
Article V Amending Power (Sect.1-4)
Article VI Supremacy
Article VII Ratification
The written work must follow APA guidelines and should include references.
CRIM 310 Constitutional Protections and Civil Rights 87
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Anejo S /Appendix S{ TC "Anejo S /Appendix S" \f C \l "1" }
La Carta de Derechos
“Bill of Rights Exercise”
El ejercicio sobre la Carta de Derechos de los Estados Unidos está dirigido a educar
al estudiante en referencia aquellas enmiendas relacionadas de forma directa con el
campo de justicia criminal. Mediante el mismo se estudiarán en grupos las Enmiendas
I, IV, V, VI, VIII y XIV.
Los grupos deben preparar un trabajo escrito y una presentación oral. El trabajo
escrito debe incluir al menos cinco (5) páginas y en el mismo se debe hacer un
análisis donde se explique la enmienda asignada, su propósito y la discusión y
relevancia de los casos sugeridos para el ejercicio. La presentación oral debe ser
creada en power point y no debe exceder diez (10) minutos de duración.
Distribución de Temas:
Enmiendas: Tópicos: Casos:
Enmienda I Libertad de Religión,
Expresión y Asamblea
Cohen v. California,
403 U.S. 15 (1971) —
Brandenburg v. Ohio,
395 U.S. 444 (1969) ---
Lee v. Weisman, 505
U.S.577 (1992) ---
Church of the LuKumi
v.
Hialeah, 508 U.S. 520
(1993) --- Texas v.
Johnson, 491 U.S.
397(1989)
Enmienda II Posesión de Armas United States v. Miller,
CRIM 310 Constitutional Protections and Civil Rights 88
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
307 U.S. 174 (1939) ---
Lewis v. United States
(1980) --- District of
Columbia, et al.,
Petitioners v.
Dick Anthony Keller
(2008)
Enmienda IV Registros y
Allanamientos,
Explique el concepto:
Causa Probable;
Explique la Clausula de
Exclusión (Exclusionary
Rule)
Weeks v. US, 232 US
383 (1914) --- Mapp v.
Ohio, 367 US 643
(1961) --- Terry v. Ohio,
392 US 1 (1968) ---
Hudson v. Michigan
(2006)
Enmienda V El Gran Jurado, Auto
Incriminación y
“Double Jeopardy”
Miranda v. Arizona, 384
U.S. 436 (1966) –
Griffin v. California,
380 U.S. 609 (1965) ---
U.S. v. Ursery,
59 F.3d 568 (6th Cir.
1995) --- Palko v.
Connecticut, 302 US
319(1937) ---
Enmienda VI Derecho a Abogado y el
significado del concepto
de un juicio justo de
acuerdo a lo propuesto
en la enmienda.
Gideon v. Wainwright,
372 U.S. 335(1963) ---
Powell v. Alabama, 287
U.S.45 (1932),
Enmienda VIII
Fianza y Castigos
Weems v. United States,
CRIM 310 Constitutional Protections and Civil Rights 89
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Rev. 08-28-09 Prof. Lucette Cardona, M.A., J.D.
Crueles e Inusitados 217 U.S. 349 (1910) ---
Weldon Angelos v. US
(2006)
Enmienda XIV Privilegios e
Inmunidades, Debido
Proceso de Ley e
Igualdad de Derechos.
Discutir la evolución
histórica de la enmienda
y establecer la
diferencia entre los
conceptos legales
siguientes: Debido
proceso de ley e
Igualdad de Derechos.
Palko v. Connecticut,
302 US 319 (1937) ---
Duncan v. Louisiana,
391 US 145 (1968)
Explique la opinión del
Juez Black (Justice
Black).
*** Los grupos deben leer las instrucciones con detenimiento y seguir las sugerencias
para el desarrollo del material señaladas bajo la columna de tópicos.
*** La asignación de casos puede variar de acuerdo al criterio del Facilitador.
*** Es deber del Facilitador mantener el material de los casos al día