HONORS: Can we please push the first 1/2 of Cat's Cradle seminar to MONDAY?
1. ALL OF YOUR DOCUMENTS NEED TO BE PRINTED FOR THE TRIAL AND IN YOUR TEAM's FOLDER AT THE END OF THE TRIAL TOMORROW. Please be sure to turn in all of your required work (see the checklist for turning stuff in doc that is on yesterday's blog post):
2. HEADS UP! A major assessment for this case will be an in-class, timed essay where you take a stand on the trial results. I will give you a note-taking form at the courthouse for you to take notes during the trial on each team's case. On Friday, you will have time to discuss and outline your essay. On Monday, you'll have all of class to write it.
3. Tomorrow, we will leave class at 11:30 in order to get to the courthouse by noon. You'll have from 10:15-11:30 for last minute work time!
1. Quesitons from you all?
2. Mock Trial run through/rehearsal (at 9:30)
WORK TIME OBJECTIVES
Lawyers and Witnesses
Review your team's checklist for turning stuff in. What questions or concerns do you have for me?
LAWYERS-- have your team's note taker enter your team's evidence into THIS GOOGLE SPREADSHEET
Lawyers and Witnesses
1. Meet as a team to discuss your final Theory of Case and how each witness fits into that. COMPLETE THIS TEMPLATE (Make a copy of it first then share it with your entire team AND Ashley).
2. REMINDER: When you turn in your direct and cross exam questions, you must also include "Evidence Summary"
Evidence summary (Lawyers and Witnesses!)
- Title of evidence
- Link to evidence
- Brief summary of the piece of evidence (What is it?)
- Most important lines/passage (ok to copy and paste)
- How this evidence helps your case
- How this evidence might hurt your case (if it does not hurt your case and you’re certain of that, write n/a)
3. Now get to work on your written components.
4. Practice Q and A with witnesses if time today
1. Review the evidence the other team plans to use for your cross-examination and formulate cross-ex questions based on that! It should be in THIS GOOGLE SPREADSHEET once lawyers have entered it today.
2. Keep working on direct and cross-examination questions. Please type them up for me with the evidence summary included for both witnesses!
b. Did the one dissenting juror believe that the defendant was guilty, did he think the man was innocent, or did he concern himself with these thoughts at all?
c. Do you think that the dissenting juror planned to try to convince the others of his opinion all along? What were his methods of persuasion?
d. Do you think that the jurors thought that the boy had killed his father? Should they have voted to convict if they held that belief?
e. How would you have voted in this case? Why?
1. Let's read through the following "Rules for Submitting Evidence":
RULES FOR SUBMITTING EVIDENCE For each exhibit that you want to present to the judges, I would recommend taking the following steps:
1) Make copies of the exhibit for you, the other lawyer, the witness and the judges (just one for all the judges is fine). TOTAL OF 4 COPIES.
2) Pre-mark the exhibits in the order in which you will present them in the trial. Mark them as Defense or Prosecution Exhibit A, B, C, and so on....
3) Lay a foundation to get the evidence admitted:
If you get the report admitted: just proceed with your case and ask the witness about the exhibit.
If you are unsuccessful in getting the report admitted: you cannot use the exhibit anymore, so just put it aside. If that happens, you are ok – just ask the witness questions about what they did rather than have the witness read from the report. For example: Instead of saying, “read the first paragraph on page 3 talking about what you found while interviewing the Japanese-American citizens;” say “What did you find when you interviewed the Japanese-American citizens.” You witness will just need to be ready to give an answer that basically follows the report. Same thing for the Cross-Examination witness – they will not help you out like your witness, so be ready to say things like – “Isn’t it true that your report said X, even though the report you received from your expert said Y?”
Here are some other thoughts about exhibits:
To be admissible, an exhibit must be relevant to the case and be authentic. To do this, you need to introduce the exhibit through a witness who can testify as to its authenticity. Also, even after the exhibit meets this first test, it can still be excluded if it is otherwise inadmissible because of hearsay. Let’s say you want to submit two military reports, a letter and a poster. The reports and letters should be admitted to the witness who wrote those reports. The poster. The poster is a bit harder – you need to get someone who can testify to the existence of the poster and where it came from. Do you have a soldier who was handed the poster to assist in weeding out which people to put in the camps? How about a top official who would have given the order to print out these posters? Maybe someone who was interned in the camps who saw the soldiers using the poster to decide whether or not to put people in the camps? If you cannot find anyone on your list that can talk personally about the poster, you may not be able to get it in. If you get desperate, I would pick one of the guys that spent time in the camps to say that this poster was plastered on the wall at the camp and he saw people consulting the poster to decide whether to put someone in the camp.
End of Rules for Submitting Evidence
2. Let's practice submitting evidence!
3. PEER CRITIQUE
A. Read the rubric that relates to the preparation requirements for your assigned role. Summarize the requirements to your team and what aspects of your written components or research you need to improve or need help on the most for today's critique.
B. Decide which written component you most need help with and exchange that with a classmate. Using the rubric, evaluate each other's written pieces and provide specific feedback on:
4. Work Time!
Montessori is doing a fundraiser at the Durango Arts Center on March 3rd! I gotta tell you, performing a live story is a HOOT! I can help you prepare if you would like as I did one for a similar event in August.
Here is the link to my performance (disclaimer: this was from the first night and I was nervous. Wish they'd recorded the second night instead. Alas.)
Below are flyers/forms for this upcoming event.
Starter: Evaluate the rhetorical impact of this closing statement from To Kill a Mockingbird
Link to a template/example opening and closing statements (you have this in your team folders too)
1. Opening/Closing Statement workshop with Lawyer Dave Austin
2. Work Time (see specific roles below)
Starter #4: Cross Examination scene from A Few Good Men
As you watch the video clip, try to jot down 2 examples of LEADING questions that Tom Cruise asks his witness
PLOT SUMMARY: In this dramatic courtroom thriller, LT Daniel Kaffee, a Navy lawyer who has never seen the inside of the courtroom, defends two stubborn Marines who have been accused of murdering a colleague.
1. Silently read over guidelines for cross-examination (see below) and jot down questions you have for Matt Kenna.
2. Cross-Exam workshop with Matt Kenna
3. Work Time (see below)
Lawyers: Develop Direct and Cross-examination questions for your assigned witnesses. Gather evidence to use during direct and cross.
1. How should direct examination questions be formatted/structured? What type of questions are NOT allowed?
2a. Lawyers and Witnesses: Craft one direct examination question you imagine being asked or asking during our trial. Choose which witness.
2b. Judges: List out as many of the types of objections that you remember as possible.
3. Now, read over the direct examination guidelines (SEE THE END OF TODAY's BLOG POST) and jot down any questions you have for our guest lawyer, Matt Kenna.
Mountain Middle School 8th graders are having a mock trial tomorrow at 5:30 at the courthouse. GO! Support them! They are coming to ours!
HELPFUL Mock Trial RESOURCES (These are on the project page of my DP too)
A. Helpful Links for Evidence/Reports/Background info
B. Direct-Examination Video (see the embedded video below)
C. Info on Curtis Munson and the Munson report- GOOD source for both prosecution and defense.
E. Examples of Closing Statements:
F. Examples of Cross Examination Questions:
1. Direct Examination workshop led by guest lawyer, Matt Kenna (see below for guideliens on Direct Exam)
2. Group Check-ins (see both A and B below)
A. Whole Group Check in: Lawyers and Witnesses, meet as one big group and share out all of your individual research thus far: How does it fit together? What gaps are there? What evidence have you found so far? Who needs to find more evidence? (Each witness should have one piece of evidence for them and EACH lawyer needs to have two pieces of evidence they plan on using during the trial during witness examinations).
B. Individual team check-ins
What is your team's main defense or "story"? Think back to the mock mock trial run through we did last Thursday: Tinker v. DesMoines School District. The Prosecution's story was all about how the School District violated the 1st Amendment and Mary Beth Tinker had a right to express her views about the Vietnam War. Meanwhile, the Defense argued that not all speech is protected and a school needs to protect ALL of its students and ensure a non-disruptive, safe, environment.
JUDGES-- write out the story for BOTH sides that you would anticipate hearing.
ASHLEY'S NOTE TO HERSELF: Show witnesses and lawyers the template for direct exam questions! Also put witness testimonies/bios into google doc folder! Meet with Judges to go over the summary of case paper expectations.
1. Lawyers and Witnesses, meet as one big group to complete the "Final Report" Discussion Guide. Make a copy of it, elect one notetaker and one "taskmaster", who will read instructions on the doc and keep the group on track. Judges, meet with each other to do this.
2. Lawyers, once you finish the Final Report discussion, join Ashley for the Workshop on writing a theory of the case. I'll go over what to ensure you are thinking about and communicating to each other as you prepare your case.
3. Work time (See below for specific role tasks)
TODAY'S OBJECTIVES/AGENDA ITEMS BASED ON YOUR ROLE
DUE: 2nd Witness Testimony/Bio-- SHARE IT WITH ASHLEY AND YOUR LAWYER!
Keep the same google doc of starters, but start the numbering over again for second semester!
STARTER #1 (to be completed in your google doc of starters):
Video #1: Opening Statement Example
As you watch, take notes on:
1. What is the lawyer’s main argument?
2. What do you notice about his “performance” and “etiquette”
3. What lessons can you learn to apply to our trial?
4. Let's look at the guidelines I gave lawyer and compare the video clip to those guidelines
Video #2: Closing Argument from A Time to Kill
1. Review your team's calendar and discuss what today's objectives and tasks are.
2. Then, please review the following guidelines based on your role to structure your work time and get to work!
For Lawyers and Judges: "Jap's a Jap" and "Korematsu v. United States" Discussion Guide: As a group, make a copy of this, elect a notetake and share it with all group members and Ashley.
1. Meet with your fellow judges and discuss key takeaways from “A Jap’s A Jap” and “Korematsu v. US”. Take notes on the document above!
2. Continue research for your summary of the case
HMWK: Read “the Final Report” by Monday
1. Meet with your lawyer team and discuss key takeaways from “A Jap’s A Jap” and “Korematsu v. US”. Take notes on the document above!
2. Continue research on your assigned witness and start seeking evidence.
Suggestion: Read up on Executive Orders: http://en.wikipedia.org/wiki/Executive_order
HMWK: Read “the Final Report” by Monday
DUE: 1st Witness Testimony
*ASHLEY WILL PUT WITNESS BIOS into the google doc folder (in the "Student Work 2017 sub-folder) for this project located on the Project Documents page so all lawyers can access
Pair/Share-- Talk to your neighbor about what you think objections are in a trial and who raises the objections and what the etiquette is for objecting to something and how a judge should respond to an objection.
Then, read through this list of objections and make a note of any questions you have about the objections presnted on the first page only.
Humanities 11 Teacher at Animas High School