A full-scale mock trial can be an intimidating prospect for an elementary classroom-both for teacher and students. This lesson plan for a simplified mock-trial provides an opportunity to experience the fundamentals of a trial:RECOMMENDED STUDENT MATERIALS: Copies of facts for accused and accuser; copies of Steps in the Trial for the judges.
• Beginning with a cast of three characters, students will develop skills that will lead them safely into more complicated cases.
• The basic tenets of the lesson include those items covered in the learning objectives.
• Understanding that the purpose of a trial is to settle a dispute between two people, the two parties are given an opportunity to present their side of the story to a judge.
• With the final authority resting with him/her, the judge takes some time to clarify issues with each party and then makes a decision that is seen to be fair to each party.
Without distinguishing between civil and criminal issues, this lesson illustrates the essentials of our adversary system: that each party is allowed to tell his/her side of the story, that the judge is the person with the authority to settle the dispute, that a fair decision is presented with reasons supporting that decision.
The fact situation given here is based on an imaginary classroom incident. There may have been a real incident in your classroom that would be a good substitute. Develop roles that are gender-free and easily used by males or females.CLASSROOM STRATEGIES:
• Prepare fact sheets for the accused and accuser groups to read before beginning their trial. Make copies of the
• Steps in the Trial for distribution to the judges group.
• Divide the class into three groups; each group represents the judge, the accuser, or the accused.Fact Situation:
• Give fact sheets to the accused and the accuser groups, but not to the judge group. Give a copy of the Steps in the Trial to the judge group.
• Allow time for the groups to discuss their strategy: who will present their case, and how they will present their side of the story. Each group should choose a spokesperson to represent them in the trial.
• Follow the Steps in the Trial described below.
• Time permitting, repeat the trial with a different set of students representing each side of the story and the judge.
• Talk as a class about the trial(s) and the results. Ask for reactions to each role: how did it feel to be the judge, the accused, the accuser?
• Review the objectives for other teaching points.
cartoon image lorenjavier.com - selling newspapers image source newscopy.org
- A Newspaper heard that a ten year old had been caught stealing a comic book and that the shop staff wanted him charged with stealing from a police station source.Steps in the Trial
- They got the names of Tip, his mother, and Nok from the police report and called Tip's mother.
- Tip’s mother said the staff of the book store hates kids, which is why they wanted her kid arrested.
The Newspaper did not call Nok or the bookstore.
- The Newspaper ran a story with the Headline: Bookstore wants ten year old put in Jail
- The story added: "The bookstore staff only cared about making money and didn't care about the boy's future.
- "The staff were not acting like Thai people, who are kind..."... the article concluded.
- Sales at the bookstore had dropped by 90%, within a week, customers stopped coming, and two bookstore staff quit because they were afraid of the threatening phone calls to the store....
- The Newspaper claimed the damage to the bookstore was its own fault and the Newspaper should not be held responsible.
1. Let The Bookstore (the accuser) tell their side of the story.ASSESSMENT:
2. Let the boy's mother (the accused) tell her side of the story.
3. Let The Newspaper (the accused) tell their side of the story.
4. Let the judge ask The Store Clerk, the boy's mother, and The Newspaper questions.
4. Give the judge a few minutes to think.
5. Let the judge make a decision that is fair.
6. Let the judge explain his or her reasons.