Law

SSLW: Law

SSLW.A: Information Processing Skills

SSLW.B: Judicial System

SSLW.C: Civil Law

SSLW.D: Criminal Law

SSLW.A.1: compare similarities and differences

SSLW.A.2: organize items chronologically

SSLW.A.3: identify and write about issues and/or problems and alternative solutions

SSLW.A.4: distinguish between fact and opinion as used in informational/explanatory text

SSLW.A.5: identify main idea, detail, sequence of events and cause and effect in a social studies context

SSLW.A.6: identify and use primary and secondary sources

SSLW.A.7: interpret timelines

SSLW.A.8: identify social studies reference resources to use for a specific purpose

SSLW.A.9: construct charts and tables

SSLW.A.10: analyze artifacts

SSLW.A.11: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSLW.A.12: analyze graphs and diagrams

SSLW.A.13: translate dates into centuries, eras, or ages

SSLW.A.14: formulate appropriate research questions

SSLW.A.15: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSLW.A.16: check for consistency of information

SSLW.A.17: interpret political cartoons

SSLW.B.18: explain court systems in the United States

SSLW.C.19: explain civil laws and processes

SSLW.D.20: describe criminal laws and processes

SSLW.A.1.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSLW.A.1.b: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSLW.A.1.c: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSLW.A.1.d: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.2.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSLW.A.2.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSLW.A.2.c: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSLW.A.3.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSLW.A.3.b: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSLW.A.3.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSLW.A.3.d: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSLW.A.3.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.3.f: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.4.a: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSLW.A.4.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSLW.A.4.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSLW.A.4.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSLW.A.4.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSLW.A.4.f: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSLW.A.4.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSLW.A.4.h: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSLW.A.4.i: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.5.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSLW.A.5.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSLW.A.5.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSLW.A.5.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSLW.A.5.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSLW.A.5.f: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSLW.A.5.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSLW.A.5.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSLW.A.5.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSLW.A.5.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.5.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.5.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.5.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.5.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSLW.A.5.o: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSLW.A.5.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.5.q: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.5.r: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSLW.A.6.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSLW.A.6.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSLW.A.6.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSLW.A.6.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSLW.A.6.e: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSLW.A.6.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSLW.A.6.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSLW.A.6.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSLW.A.6.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.6.j: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.6.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.6.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.6.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.6.n: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.6.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSLW.A.6.p: draw evidence from informational texts to support analysis, reflection, and research

SSLW.A.6.q: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSLW.A.7.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSLW.A.7.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSLW.A.7.c: write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

SSLW.A.8.a: cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

SSLW.A.8.b: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSLW.A.8.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSLW.A.8.d: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSLW.A.8.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSLW.A.8.f: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSLW.A.8.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSLW.A.8.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSLW.A.8.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSLW.A.8.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSLW.A.8.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSLW.A.8.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSLW.A.8.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.8.n: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.8.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.8.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.8.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.8.r: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.8.s: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSLW.A.8.t: draw evidence from informational texts to support analysis, reflection, and research

SSLW.A.9.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.11.a: determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

SSLW.A.11.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSLW.A.11.c: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSLW.A.11.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSLW.A.11.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSLW.A.11.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSLW.A.11.g: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.11.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.11.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.11.j: write informative/explanatory texts, including the narration of historical events by providing a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)

SSLW.A.11.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSLW.A.11.l: develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SSLW.A.11.m: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.12.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.14.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSLW.A.14.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSLW.A.14.c: conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SSLW.A.15.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSLW.A.15.b: analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole

SSLW.A.15.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSLW.A.15.d: integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem

SSLW.A.15.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSLW.A.15.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSLW.A.15.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSLW.A.15.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSLW.A.15.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSLW.A.15.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSLW.A.15.k: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.15.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.15.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.15.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSLW.A.15.o: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSLW.A.15.p: draw evidence from informational texts to support analysis, reflection, and research

SSLW.A.16.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSLW.A.16.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.A.16.c: write informative/explanatory texts, including the narration of historical events by developing the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic

SSLW.A.16.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSLW.A.16.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSLW.A.16.f: gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SSLW.A.16.g: draw evidence from informational texts to support analysis, reflection, and research

SSLW.A.17.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSLW.B.18.a: describe the federal court system including the U.S. Supreme Court, the U.S. Courts of Appeal, and the U.S. District Courts and differentiate between the participants in litigation and appellate practice

SSLW.B.18.b: distinguish between federal courts and state courts

SSLW.B.18.c: differentiate between types of jurisdiction including original, appellate, concurrent, and federal

SSLW.B.18.d: explain how a case reaches the U.S. Supreme Court including the appeals process and the Writ of Certiorari

SSLW.B.18.e: describe how a case is heard and decided by the U.S. Supreme court including briefs and majority, concurring, and dissenting opinions

SSLW.B.18.f: differentiate between civil and criminal law

SSLW.B.18.g: examine the jury system in civil and criminal cases and distinguish between petit and grand juries

SSLW.B.18.h: examine the structure and function of the juvenile court system and evaluate its purpose and effectiveness

SSLW.C.19.a: distinguish between types of civil claims including torts (civil wrongs), contracts, and statutory claims

SSLW.C.19.b: analyze the different types of torts, their impacts on victims, and potential damages

SSLW.C.19.c: examine the process and principles of a civil trial including the plaintiff having to prove liability by a preponderance of the evidence

SSLW.C.19.d: recognize the use of evidence and the application of the rules of evidence

SSLW.C.19.e: differentiate between liability (civil) and guilt (criminal)

SSLW.C.19.f: explain the due process of a trial including but not limited to the rules of evidence and the right to cross - examine adverse witnesses

SSLW.C.19.g: compare and contrast different types of damages in a civil case

SSLW.C.19.h: differentiate between cases at law and in equity and their respective remedies

SSLW.C.19.i: explain various aspects of domestic law in Georgia including requirements of marriage and divorce

SSLW.C.19.j: evaluate types of Alternate Dispute Resolution (ADR)

SSLW.D.20.a: examine the concept of criminal law and determine what moral and other values society uses to define what is criminal

SSLW.D.20.b: differentiate between burdens of proof in a civil case (the preponderance of the evidence) and a criminal case (beyond a reasonable doubt)

SSLW.D.20.c: distinguish between types of crimes, including petty crimes, misdemeanors, and felonies as well as specific crimes including, but not limited to, types of homicide, other violent crimes, theft, and crimes against property

SSLW.D.20.d: interpret the effects criminal acts have on their victims, and the development of laws and practices to protect victims' rights

SSLW.D.20.e: analyze the phases and elements of the criminal justice system

SSLW.D.20.f: differentiate between various criminal defenses and plea bargaining

SSLW.D.20.g: evaluate different types of sentences and various purposes behind punishment

SSLW.D.20.h: examine the process and principles of a criminal trial including the prosecution having to prove guilt beyond a reasonable doubt

SSLW.D.20.i: recognize the use of evidence and the application of the rules of evidence in criminal prosecutions