Making Civics Real: A Workshop For Teachers: Tools For Teaching From this page, you can quickly access the eight original lesson plans that are Students prepare their cases and engage in a mock trial. Other lessons http://www.learner.org/channel/workshops/civics/toolsforteaching/lessoncollect/
Extractions: Home Workshops 1-8 Tools for Teaching Support Materials ... National Standards Lesson Collection From this page, you can quickly access the eight original Lesson Plans that are profiled in this workshop. In addition, you can access Other Lessons which employ the highlighted constructivist strategies or further explore the workshop topic. Lesson Plan In this article, Maria Gallo, director of legal studies and a teacher at Harry S. Truman High School in the Bronx, New York, presents three lessons on the First Amendment: The Establishment of Religion, The Free Exercise of Religion, and Putting It All Together: A Round Table Discussion. Lesson Plan Instructional activities to promote enduring democratic behaviors through broad voter education are presented. The author, G. Dale Greenawald, is an educational consultant who has published extensively in the field of social studies education, and recently served on the faculty of the University of Northern Colorado.
NPS Curriculum In addition, law enforcement, incarceration, and the court system will be examined . Possible Curriculum Connections. Unit lesson plans http://cdb.needham.k12.ma.us/4DACTION/DoDisplayCourse/256
Extractions: Course: The American Legal System Course Number: 4402 Discipline: Social Studies Sub-discipline: Grade Level: 11 - 12 Course Length: One Year Credits: 4 Description: American Legal will examine the practical and theoretical aspects of law in American society. Students will investigate the many facets of our legal systemcriminal, civil, juvenile, family, consumer, and constitutional law. In addition, law enforcement, incarceration, and the court system will be examined. The main objective of this course is to have students explore and understand the rights and responsibilities of citizens in both our legal system and in our democratic society. Unit: Introduction to Law Unit Keywords: America, constitution, law, rights Vocabulary: adversary system, attorney-client privilege, Bill of Rights, burden of proof, checks and balances, Common Law, Constitution, defendant, inquisitional system, judicial review, plaintiff, precedent, prosecution, separation of powers, statutory law, Supremacy Clause Learning Expectations: analyze appropriate Supreme Court decisions and explain the legal reasoning supporting the decisions describe the Federal and State Court systems and explain the structure and purpose of our courts list and explain the significance of the individual rights contained in the Bill of Rights identify and explain the major sources of law in our legal system identify and explain the fundamental principles and values that are contained in our Constitution and our system of law
The Law Connection - Censorship/Book Banning Lesson Plan lesson Plan Censorship/Book Banning lesson Plan participate in a mock trialthat is based on a judicial review of an administrative decision. http://www.lawconnection.ca/modules.php?name=News&file=article&sid=16
Fifth 30 Days- Fourth Grade Social Studies Title law Professionals lesson Plan. Annotation This is the seventh lesson in in a mock trial that is appealed all the way up to the Supreme Court. http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=268&SSUID=281&SSTitle=Fourth G
Outline B. lesson plans and appropriate Blackline Masters Hold a mock trial aboutone of the rights in the Bill; Make a story board with captions of the Bill of http://rims.k12.ca.us/symbols_freedom/pages/outline.htm
Extractions: History Social Science Content Standards Third Grade California History - Social Science Standard : 3.4 Students understand the role of rules in our daily lives, and the basic structure of the United States government, in terms of: Why we have rules, laws, and the U.S. Constitution, the role of citizenship in promoting rules and laws; the consequences for violating rules and laws The importance of public virtue and the role of citizens, including how to participate in a classroom, community and in civic life The stories behind important local and national landmarks, symbols and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol) The three branches of government (with emphasis on local government) How California, the other states, and sovereign tribes combine to make the nation and participate in the federal system The lives of American heros who took risks to secure freedoms (e.g., biographies of Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.)
KCSOS : History / Social Science : Mock Trial The Kern County mock Trial Program is funded with a grant from witness statements,official exhibits, and simplified rules of evidence), lesson plans on http://ci.kern.org/socialScience/mocktrial
Lesson Plan Taken From: Http://school the main activity of this lesson is a mock trial that outlines both sides due process of law; nor shall private property be taken for public use, http://www.cmhep.org/E17Internment/Supp/mocktrial.htm
Extractions: Lesson Plan Taken From: http://school.discovery.com/lessonplans/activities/japaneseamericans/background.html Grade Level: Subject Area: U.S. History Curriculum Focus: U.S. Government, Civics Duration: 3-5 Class periods Objectives Students will: Research the internment of Japanese-Americans during World War II. Discuss Roosevelts Executive Order in the light of the Fifth Amendment and discuss its legality. Hold a mock trial to explain and evaluate the positions favoring and opposing the policy of internment of Japanese-Americans during World War II. Materials Information sources including Internet sites, magazines and books, electronic encyclopedias and databases Procedures Following the bombing of Pearl Harbor, Franklin Roosevelt issued Executive Order 9066, which forced the Japanese-American population of the western United States into internment camps. Many of these American citizens lost their property or were forced to sell their homes. Tell students that they are about to examine both sides of this issue by conducting a mock trial. Motivation Distribute the Fifth Amendment to the United States Constitution to the class.
90.02.10: Acting Up In Contemporary Law Contemporary law is a freshman history course offered throughout New Haven. lesson planmock Trial Development. Objectives Students will rehearse mock http://www.yale.edu/ynhti/curriculum/units/1990/2/90.02.10.x.html
Extractions: Antonia Coughlin Contemporary Law is a freshman history course offered throughout New Haven. As with every class, the students personalities run the gamut from withdrawn to garrulous. One project that brings out the reticent and tempers the loquacious is class participation in a mock trial. The purpose of this unit is to expand what I have previously done, with little preparation, into a four to five week project. This particular unit is geared for a class of twenty-five students. This may be modified by reducing the number of jurors and witnesses, doubling roles, or by participating yourself. While teaching the students required course material, Acting Up In Contemporary Law attempts, through acting, to get the students actively involved. During the course of the year, criminal justice is one vast topic that must be touched upon. Most students are familiar with certain aspects of the subject, but have little factual knowledge of it. Movies, television shows, and certain literature have given the students a glimpse of courtroom procedures and criminal law. All too often the information is erroneousexample: immediately upon arresting a suspect the police recite the Miranda Warning. The intent of this unit is to clear up any misconceptions the students may have. The unit will center around the preparation and enactment of a mock trial. The cast will consist of a judge, a bailiff, a court clerk, a court stenographer, twelve jurors, a prosecuting attorney, a defense attorney, the accused, and six witnesses. The accused will be on trial for murder. The circumstances may be left entirely to the educator. The teacher may choose an actual case, a fictional case taken from literature or the media, or a case fabricated by the educator. Vocabulary and discussion of relevant material related to crime, character roles, courtroom procedures and sentencing will be intertwined into the activities such as lecturing, note taking, critical analysis, Yale law students, and courtroom visits. The intent is to make learning thorough yet enjoyable.
Lesson Plan - CELEBRATIONS MINI-UNIT mock Trial and Guided Discussion Explain to students that the courts have often had Congress shall make no law respecting an establishment of religion, http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-celebrations/billrigh.htm
Extractions: CELEBRATIONS MINI-UNIT SUBTOPIC: Bill of Rights Day (December 15th) GRADE LEVEL: 5th grade AUTHOR: Loreen Muhlestein Bliss BACKGROUND: On December 15, 1791, the ratification of the first ten amendments to the Constitution of the UnitedStates of American by three-quarters of the states took place. These were subsequently incorporated into the Constitution and became known as the Bill of Rights. December 15th has been known as Bill of Rights Day since 1941 when President Franklin D. Roosevelt proclaimed it as such, noting the 150th anniversary of this ratification. President Roosevelt urged all Americans to display the flag on this date, and to plan appropriate ceremonies honoring the occasion. The Bill of Rights are a guarantee of the "rights of free men against tyrants." The first ten amendments to our Constitution are concerned with the following topics: Freedom of religion, speech, press, assembly, petition. Right to keep and bear arms Rights regarding the quartering of soldiers Regulation of search and seizure Protection of persons and their property Rights of persons accused of crime Right of trial by jury Protection against excessive fines, bail, punishment
Public Service items include lesson plans, posters, books, audiotapes and over 740 video tapes mock Trial a statewide mock trial competition in which high school http://www.okbar.org/public/outreach/projects.htm
Extractions: Search Service Projects Bar Foundation Law-related Education High School Mock Trial ... General Public Programs Quick Links OBA Staff Oklahoma Find a Lawyer General Counsel Ethics Counsel Management Assistance MCLE Bar Foundation Bar Journal Out-of-State Attorneys Law-related Education Sections Committees Brochures Legal Intern Public Service Participating in the OBA's numerous community service activities is the best way for attorneys to show the public the compassionate side of lawyers working together as a group to make a difference in the lives of others in our society. Attorneys involved benefit from the personal satisfaction of sharing with others - and enhance the legal profession's image for all lawyers. Many of the OBA's community service programs are projects of the Young Lawyers Division, but attorneys don't have to be a YLD member to become involved. To sign up for a YLD project, contact Mark Osby in Yukon at (405) 354-5276. Ask A Lawyer - a one-day project held during Law Week to offer the public free legal advice from 9 a.m. to 9 p.m. by calling designated local and toll free phone numbers, sponsored by the OBA and county bar associations, last year 400 attorneys volunteered and helped 2,329 people with legal problems. Ask A Lawyer TV show - a one-hour television program that offers the public three lively panel discussions about legal issues or topics; show produced by the OBA Law Day Committee and OETA for broadcast throughout the state.
Maureen Ryff, Wheatland High School, Wheatland, WY ARREST Offer opinions about what the verdict should be in a mock trial and explain As an introduction to a unit on the law, I staged a mock arrest in one of my http://www.col-ed.org/cur/sst/sst12.txt
Extractions: Maureen Ryff, Wheatland High School, Wheatland, WY ARREST Appropriate for grades 9-12. OVERVIEW: The relevance and importance of laws for every citizen is a difficult point for students to appreciate. They often state that laws don't apply to them, or that only adults need to worry about our legal system. Therefore, students appear to have little understanding and appreciation of our legal system. In order to introduce the concept or the relevance of the law to teenagers I began a study of the law with an activity entitled "Arrest." PURPOSE: The purpose of the activity "Arrest" is to give students first hand knowledge about an arrest of a classmate and his/her subsequent trial. Students become active participants in the legal process as they become witnesses, jurors and defendants in a trial simulation. OBJECTIVES: By the conclusion of this activity students will be able to: 1. Identify legal protections for defendants and procedures used by police during the arrest process. 2. Identify Constitutional protections for individuals on trial. 3. Offer opinions about what the verdict should be in a mock trial and explain the reasons for this opinion. ACTIVITIES: This activity can be amended to fit individual class needs. 1. As an introduction to a unit on the law, I staged a mock arrest in one of my classes. At a pre-arranged time, a local policeman entered class and arrested a student for possession of a controlled substance. (The student and his/her parent(s) had agreed to this after a pre-activity conference.) The officer read the student his rights, handcuffed him and then escorted him out of the room. They return back to the room amid much confusion and discussion and explained the set-up. The rest of the period was spent with the policeman answering questions and discussing proper arrest procedures and legal protections. 2. The two to three weeks following the arrest were spent studying cases and Constitutional law involving the arrest of juveniles. Teachers can use whatever method is appropriate to discuss this material. 3. The unit of study then moved to the courtroom for a mock trial of the student arrested on the first day of the unit. Our local district attorney prosecuted the student and the defense and judge were role-played by local attorneys. Witnesses for the trial were role-played by students. The testimony of the witnesses was based on a scenario created by the teacher and district attorney. Students acting as jurors then deliberated the case and rendered the decision. RESOURCES/MATERIALS NEEDED: 1. Text resources Teachers may use whatever legal materials they have. There is much flexibility here as to cases and law studied. 2. Local resources This activity is greatly enhanced by having support from community law enforcement and legal personnel. They are best prepared to answer questions about the legal process and a combined activity between school and the private sector is good public relations with the community. TYING IT ALL TOGETHER: "Arrest" was a successful activity for my students and for me. Students became directly engaged in learning and took an active part in the judicial process. As a result of this activity they better understood the difficulties faced by law enforcement officers and officers of the court in their day-to-day responsibilities. They gained an appreciation of the process and recognized the importance of the legal system to each and every citizen. "Arrest" is an activity that works.
K-12 Lessons (ABA, Law Day, Division For Public Education) Lessons about the law and legal topics for use with students in grades K12.Can be used by teachers, lawyers, Due Process Yertle the Turtle mock Trial http://www.abanet.org/publiced/lawday/schools/lessons/home.html
Extractions: Lessons Grades: K-3 High School Lawyers, judges, and other representatives of the legal profession often give school presentations on or around Law Day. By volunteering their time, they give students a memorable opportunity to learn about the law in action. Not only can they share with them their personal experiences, but they can convey how law and the legal system protect our freedoms. download Adobe's free Acrobat Reader in order to view them. 2005 Lessons
ReadWriteThink: Lesson Plan lesson Plan Selector. Grade Band, All Grades, K2, 3-5, 6-8, 9-12 Test theExploring the Judicial System Through a Literary mock Trial Travelogue on http://www.readwritethink.org/lessons/lesson_view.asp?id=799
Extractions: Procedures After watching the video, discuss Frankenstein's nature. Was he inherently evil? What made him so angry and vengeful? Point out to the class that in the United States these days, when litigation is so popular, a new version of Frankenstein set here might show the monster, before going off to the Arctic, suing his creator in civil court for negligence, malpractice, and emotional and physical distress. Tell students that they are going to stage a mock trial of Victor Frankenstein for the above-mentioned charges. The trial, like the novel, can have science-fiction or fantasy elements.
Extractions: Courtesy of the author More than 30 years ago, Georgetown University in Washington, D.C., created a program for its law school students to teach a course in a few local public high schools on the fundamentals of law, democracy, and human rights. The project became known as Street Law and eventually was extended to all public high schools in the nation's capital. Street Law materials have grown from a loose-leaf binder of lessons to a unique textbook, now used in school districts in all 50 U.S. states. In addition, Street Law has developed a course for adult learners. Approximately 70 law schools nationwide operate Street Law programs. Richard Roe, a law professor at Georgetown University and the director of its Street Law clinic, discusses the unique educational experience that Street Law provides. This interview was conducted by Darlisa Crawford, a writer for the Washington File , a news service ( http://usinfo.state.gov/ ) of the U.S. Department of State. Ms. Crawford:
Presumed Guilty. Research The System | PBS. An Anatomy of a Criminal Trial This article on the Nolo law for All site mock Trial lessons. Anatomy of a Murder A Trip Through Our Nation s Legal http://www.pbs.org/kqed/presumedguilty/3.1.0.html
Extractions: Feedback The television program Presumed Guilty focuses exclusively on the public defender, an attorney at a federal, state or local agency representing individuals who are accused of a crime but cannot pay for their own legal counsel. To get a better idea of how the role of the public defender fits into the larger context of the legal and criminal justice system, check out some of these Web sites. Explore compelling public broadcasting sites with interactive features on crime, punishment and justice research organizations that will help you understand the law ; and find sites related to the television presentation and public defenders . Educators can also find sites appropriate for the classroom Through the use of personal stories and a historical timeline, the 360degrees site examines trends in crime and the emotional effects of incarceration. Stories focus on individual cases and the feelings and reactions of the people involved. The site collaborates with educators and journalists to understand the causes behind the growth of the criminal justice system and work toward reversing those causes and, in turn, creating healthier communities. Frontline: Real Justice
Mock Trial Scripts (K-12) mock trial activities for grades K2. This free booklet features The Case of the Puppy, a five-day lesson plan for grades K-1 and another for grade 2. http://www.classbrain.com/artteensm/publish/article_66.shtml
Extractions: Home 1st - 3rd Grade Ask ClassBrain Biographies Corporate Information Country Reports Defining Documents Freedom Files Games Mission Reports Monthy Grab Bag Monuments and Memorials Movies in the Classroom State Reports Teens ClassBrain Store School Matters Home Academic Decathlon Applying to College Back To School ... Studying Abroad
Frequently Asked Questions Are there special funds available to support a Street law course? Some statecenters also organize mock trial competitions, mediation showcases, http://www.streetlaw.com/faq.html
Extractions: When and where did Street Law begin? How can I get help finding legal resource persons? How did Street Law get its name? What ancillaries come with the textbook? ... How else can a teacher get help with a law program? When and where did Street Law begin? Street Law: A Course in Practical Law and executive director of Street Law, Inc. As word of the Washington, D.C. program got out, several other law schools became interested. With assistance from the Robert F. Kennedy Memorial, a national organization was established and Lee Arbetman, now co-author of Street Law , became active in both curriculum development and helping spread Street Law nationwide. Programs were implemented in the mid-1970s in South Bend (IN) with Notre Dame Law School, in Cleveland (OH) with Cleveland Marshall Law School, in Knoxville (TN) at the University of Tennessee, and in San Francisco with the University of San Francisco Law School. Street Law partnership programs still exist in those places. There are now forty law schools, primarily in urban areas, that partner with local school systems. In 1975 the local Street Law program in Washington, D.C. and West Publishing Company published the first edition of
Digital History lesson Plan Information If necessary, review the trial process beforebeginning the mock trial. Throughout the unit, monitor students to make sure they http://www.digitalhistory.uh.edu/historyonline/lesson_plans_display.cfm?lessonID
ATLA Protecting Your Rights : When Justice Is Up To You lawRelated Education (LRE) Programs Appendix A State and Local Trial lawyerOrganizations Download the complete lesson plan. (PDF, 101 pages - 11.6mb) http://www.atla.org/private/ld05/lessonplan.aspx
Extractions: Home MyATLA Join ATLA Username/Password ... Printable Version The jury concept itself has been a powerful voice for justice for over 2,000 years. When juries speak, Winston Churchill wrote, "law flows from the people." Thomas Jefferson called the jury process the best of all possible safeguards for the person, property, and reputation of every citizen. It was, in fact, the verdict of courageous jurors that established the right to a free press in America. When Justice Is Up To You is designed to bring this proud American heritage directly to young people. It was developed in commemoration of the 200th Anniversary of the Bill of Rights by the Association of Trial Lawyers of America, Street Law, Inc. , and the D.C. Street Law Project. Why Learn About Trial by Jury?
