Unit 1
​
Criminal Justice

reading and Writing Workshop

Forensic Science

Unit Plan

Foundations of Criminal Justice

Activities

Teaching with E.L.O.N.  (Enriched Learning Opportunity Nexus) that seamlessly integrates AI 

Unit 1 Overview:
​This introductory unit lays the groundwork for understanding the U.S. criminal justice system. Students will explore the definition, purpose, and key components of the system—law enforcement, courts, and corrections—while also analyzing core models like due process and crime control. Emphasis is placed on the constitutional foundations of justice in a democratic society and the concept of the rule of law.

Essential Questions:

• What is criminal justice, and why is it important in a democratic society?
• What are the primary functions of the criminal justice system?
• How do constitutional principles guide criminal justice practices?
• What are the strengths and limitations of the crime control and due process models?

Learning Objectives:
By the end of this unit, students will be able to:

• Define criminal justice and explain its role in society.
• Describe the structure and function of the criminal justice system: law enforcement, courts, and corrections.
• Differentiate between the due process and crime control models of justice.
• Explain the concept of the rule of law and its constitutional basis.
• Analyze how democratic principles influence criminal justice operations.

Major Topics and Lessons
Week 1: Introduction to Criminal Justice and System Overview

• Lesson: What is criminal justice? Overview of goals (maintaining order, enforcing the law, protecting individual rights).
• Text/Case Study: Excerpts from The Challenge of Crime in a Free Society (1967 Presidential Commission).
• Activity: Create a concept map outlining the three components of the justice system.
• Discussion: How does the justice system reflect democratic values?

Week 2: Crime Control vs. Due Process Models & Rule of Law

• Lesson: Compare and contrast the crime control and due process models (Herbert Packer).
• Text: Selected readings from The Limits of the Criminal Sanction (Herbert Packer).
• Activity: Small group debate—Which model better serves a democratic society?
• Lesson: Introduction to the rule of law and constitutional principles (focus on the 4th, 5th, 6th, and 14th Amendments).
• Activity: Analyze Supreme Court cases that demonstrate due process in action (e.g., Miranda v. Arizona, Gideon v. Wainwright).

Major Texts and Materials:

• The Challenge of Crime in a Free Society (1967)
• Selections from The Limits of the Criminal Sanction by Herbert Packer
• U.S. Constitution (focus on relevant amendments)
• Excerpts from landmark SCOTUS rulings: Miranda v. Arizona, Gideon v. Wainwright

Collaborative Discussions:

• Structured Academic Controversy: Should the criminal justice system prioritize crime control or due process?
• Classroom Forum: How should justice systems balance individual rights with public safety?

Assessment:
​Performance Task:
Title: Justice in a Free Society—Model Evaluation and Application

• Task: Write a 2-3 page analysis comparing the crime control and due process models. Use historical examples, Supreme Court cases, and constitutional principles to argue which model better upholds democratic values.
• Evidence Required: Direct citation from class texts, case law, and constitutional amendments.
• Rubric Criteria:
  • Clarity of model comparison and understanding
  • Use of constitutional references and evidence
  • Critical thinking and justification of argument
  • Structure, grammar, and citation accuracy

Formative Assessments:

• Exit tickets (e.g., “Name one right protected under due process.”)
• Graphic organizer comparing the justice models
• Quickwrites on how the courts uphold the rule of law
• Participation in class discussions and group activities

Extension/Enrichment:

• Research a modern criminal justice issue (e.g., stop-and-frisk, bail reform, body cams) and evaluate it through the lens of crime control vs. due process.
• Create a visual presentation explaining how a real criminal case moved through the justice system, highlighting key decisions and rights upheld.

Standards Alignment (example, can be adjusted for specific grade):

• SS.C.1.2: Evaluate the role of law in maintaining order and protecting individual rights.
• SS.C.2.1: Explain the importance of the Constitution and its amendments in shaping justice.
• ELA.W.11-12.1: Write arguments to support claims with clear reasoning and relevant evidence.
• ELA.RI.11-12.1: Cite strong textual evidence to support analysis of legal texts.

​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning. 
​INDIVIDUAL AI-INTEGRATED ACTIVITIES
​1. AI Chat Practice: Introduce Yourself
WEEK 1: What Is Criminal Justice? The System in Action
Group Activity: AI Crime Scene Simulation – “Justice in Motion”Overview:
Students work in teams to analyze a mock crime scene generated with AI tools (such as crime scene diagrams, photos, or narrative descriptions from a prompt-based generator).
AI Tools:
Use ChatGPT or similar tools to generate:

• A fictional crime scenario (location, suspects, sequence of events)
• Forensic evidence (e.g., fingerprints, footprints, digital data)

Steps:

1. Each group receives a unique AI-generated crime scene description.
2. Using a simplified forensic kit (or printed lab data), students assess:
   • What branch of the criminal justice system they would interact with at each stage (e.g., police, crime lab, prosecutor).
   • What constitutional rights are relevant (e.g., Miranda warnings, right to counsel).
3. Teams map the path of the case through the system (law enforcement → courts → corrections), indicating when forensic evidence is critical.

Product:
Group presentation of their case flowchart with a short explanation of which justice model (crime control vs. due process) was more visible in their scenario.

Individual Activity: AI Detective Notebook
Overview:
Students use AI to generate brief suspect profiles and apply forensic reasoning.
AI Tools:
ChatGPT prompt: “Create a suspect profile for a person who was found at a robbery scene but claims innocence. Include a digital footprint, a timeline of their day, and forensic evidence from the scene.”
Student Task:

• Analyze the AI-generated suspect profile.
• Cross-reference the digital timeline (text messages, GPS data, receipts).
• Identify inconsistencies or exculpatory evidence.

Written Component:
Students write a short report explaining:

• Their forensic reasoning (e.g., DNA match vs. alibi)
• What justice model their approach supports
• How due process should be upheld in this case

WEEK 2: Due Process, Crime Control & Constitutional Foundations
Group Activity: AI Courtroom Roleplay – Due Process on Trial
Overview:
Students simulate a courtroom trial using AI-generated evidence and character roles.
AI Tools:

• AI generates:
  • Background case (crime, accused, victim)
  • Forensic evidence (lab reports, witness interviews)
  • Legal scenario (Was evidence obtained legally? Was counsel present?)

Roles:

• Prosecutor, defense, forensic analyst, judge, defendant, jury
• Each team uses AI-generated evidence to build arguments for/against admissibility

Focus Points:

• 4th Amendment (search & seizure)
• 5th Amendment (self-incrimination)
• 6th Amendment (right to counsel)
• 14th Amendment (due process)

Debrief:
After the mock trial, students reflect on how forensic science and AI tools shape justice—and whether the balance leaned toward due process or crime control.

Individual Activity: AI Timeline of a Case – Justice Tracker
Overview:
Students use an AI-based storytelling tool or timeline generator (like TimelineJS or ChatGPT-generated text segments) to document the life cycle of a case that features forensic evidence.
Steps:

1. Student prompts ChatGPT:
   “Create a fictional case of an assault where DNA evidence helps identify the suspect. Include how the case moves through the justice system from arrest to trial to sentencing.”
2. Student converts the AI output into a visual timeline or narrative flow.

Task:

• Annotate each stage with:
  • Which part of the criminal justice system is involved
  • What forensic techniques are used (DNA, fingerprints, ballistics, etc.)
  • What constitutional rights are relevant

Final Reflection Prompt:
Did this case emphasize crime control or due process? Where did forensic science support justice—and where could it have led to errors?

Optional Extension: AI Forensics and Bias Analysis
Activity:
Students research and write about ethical challenges in forensic science and AI use:

• Can AI facial recognition be biased?
• How do courts ensure DNA labs follow proper protocols?
• What happens when algorithms are used in sentencing?

AI Prompt:
"Explain a controversy involving AI in forensic identification. Include pros, cons, and how courts have responded."
Product:
Position paper with citations and policy suggestions.