Evidence Chart for Project Paper

Evidence Chart for Project Paper

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Evidence Chart for Project Paper

While there are two options to choose from, you will complete the option that corresponds to that same option you chose to complete for the final Project.

Option #1: Evidence Chart for Project Option #1

For this Project Milestone, you will create the Evidence Chart for your Project Option #1. You will apply what you have learned about laws of evidence to a Fact Pattern for a case titled State v. Lauren, which will serve as a fictional case study for your Project.

1. Review option #1 of the Project.
2. Download the attached evidence chart template that can be used to create the evidence chart for this assignment. (**Note: You may need to add rows and columns to the chart.)
3. In the evidence chart, list and describe all possible evidentiary items and issues of evidentiary law contained in the attached Project Fact Pattern State v. Lauren.
4. With regard to each item, identify all the evidentiary rule(s) an attorney could cite to the court to have the item admitted into evidence or suppressed during trial; provide an explanation as to your reliance on the particular rule(s). For purposes of this project, assume the Federal Rules of Evidence (FRE) are the applicable rules as well as any constitutional rules that may apply. You must clearly identify the applicable FRE or other law that applies for each piece of evidence. In some instances, more than one rule may apply.

Option #2: Evidence Chart for Project Option #2

For this assignment, you will create the evidence chart for two cases for your Project, Option #2. The two cases that you choose, below, will be the basis for your Project Option #2, due next week. For this assignment you need to download two documents: the evidence chart template and the Project Fact Pattern. These are linked below.

1. Download the attached evidence chart template
2. Choose two of the following cases to chart:

• Amy Fisher (1992)
• OJ Simpson (1995)
• Timothy McVeigh (Oklahoma City bombing) (1997)
• Martha Stewart (2003)
• Zacarias Moussaoui (2006)
• Mary Winkler (2006)
• George Zimmerman (2013)

3. Thoroughly research your two chosen cases and chart the evidence in the evidence chart. FindLaw (Links to an external site.)is one of the many online resources to research information on law cases.
4. In the evidence chart, list and describe all possible evidentiary items and issues of evidentiary law contained in the attached Project Fact Pattern. (**Note: You may need to add rows and columns to the chart.)
5. With regard to each evidentiary item listed above, identify all the evidentiary rule(s) an attorney could cite to the court to have the item admitted into evidence or suppressed during trial.

• Provide an explanation as to your reliance on the particular rule(s).
• For purposes of this project, assume the Federal Rules of Evidence (Links to an external site.)(FRE) are the applicable rules as well as any constitutional rules that may apply. You must clearly identify the applicable FRE or other law that applies for each piece of evidence. In some instances, more than one rule may apply.

Project Fact Pattern

State v. Lauren

Officer Dan, a police officer on the force for five years, pulled over Ben, who had been driving 70 miles per hour in a 65-mile-per-hour zone. Ben had been driving a rental car and, when stopped, he gave valid legal consent to a search of the car. Upon the search, Officer Dan discovered a large quantity of heroin in the console between the two front seats.

He immediately arrested Ben. Officer Dan promptly read Ben his Miranda rights, which Ben waived. Ben stated he was just driving the car for his friend Lauren and he was driving to meet her, where she was going to pick up the heroin. Ben said it was Lauren’s drugs, not his.

He offered to cooperate with Officer Dan because he was hoping he would not be charged with a crime. Officer Dan had Ben meet Lauren as the two had planned. Once she got in the car, however, Officer Dan headed toward her with intent to arrest her.

Lauren noticed Officer Dan, and she jumped out of the car, running as fast as she could. She ran for two blocks, even knocking over a pedestrian, Pete. She climbed a fence and escaped.

Officer Dan found Lauren at her residence. He had a valid warrant for her arrest. Lauren was presented in a line-up and Pete the pedestrian picked Lauren out of the line-up.

Both Ben and Lauren were charged with possession and distribution of heroin.

Lauren’s trial started before Ben’s trial. At her trial, several things happened:

• Officer Dan was called by the prosecution. Officer Dan testified to the statements Ben said at the time of his arrest.
• The prosecutor called Marilyn, an experienced detective with 20 years working in the Narcotics Bureau. She testified that it was standard practice for high-level drug dealers to use other people to transport the drugs.
• The prosecutor called Josh, Lauren’s estranged husband. The prosecutor demanded to know whether Lauren used drugs or sold drugs.
• The prosecutor sought to introduce bank records showing high levels of cash deposits going into Lauren’s bank account as evidence of drug-sale money.
• The prosecutor called the pedestrian, Pete, to testify about the incident when he’d been knocked to the ground during the chase with Officer Dan. Pete said as Lauren was approaching, he heard her say “I can’t get busted for this! This was foolproof for so long!” Pete also testified that in his opinion it appeared she was running away from the police.

Lauren testified in her own defense. In her testimony:

• She stated that she didn’t know about the heroin in the car and that she was not a drug dealer. She stated her purpose for meeting with Ben that day was because he was an old friend in town and she wanted to visit with him.
• She also testified that when she got in the car with Ben, she noticed a receipt for the rental car. It had indicated that it was rented by Ben one month prior to the arrests. It was offered into evidence, which the court admitted.
• The defense also sought to introduce fingerprint evidence proving Lauren’s fingerprints were not on the bag of heroin.
• The defense further sought to call the youth leader at the local YMCA to testify that Lauren regularly volunteered for activities with underprivileged kids and that she was a valued role model for the children there.
• While cross-examined, the prosecutor questioned Lauren whether she lied on her tax returns. The prosecutor actually had no proof that she did lie but figured most drug dealers don’t report their income. Lauren stated she never lied on her taxes.

Evidence Chart for Project Paper

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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