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DOCUMENT RESUME ED 374 065 SO 024 499 TITLE Mini-Mock Trial Manual. INSTITUTION Hamline Univ., St. Paul, MN. School of Law. PUB DATE 93 NOTE 36p.; For related items, see SO 024 501-503. AVAILABLE FROMMinnesota Center for Community Legal Education, Hamline University School of Law, 1536 Hewitt Avenue, St. Paul, MN 55104 ($5). PUB TYPE Guides Classroom Use Instructional Materials (For Learner)(051) Guides Classroom Use Teachil, Guides (For Teacher) (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Citizenship Education; Civics; Constitutional Law; *Court Litigation; *Courts; InstructionalMaterials; Intermediate Grades; *Law Related Education; Resource Materials; Resource Units; Secondary Education; Social Studies IDENTIFIERS *Mock Trials ABSTRACT Designed to help students learn about courtsand trials in an interesting and enjoyable way, thisdocument provides teachers with the necessary instructions andmaterials on how to conduct mock trials. By using the program,students become familiar with the role of a trial court in resolvingdisputes. They also are introduced to court procedure and decorum, and develop an appreciation for the importance of the various peoplein the courtroom. Involvement in a mock trial allowsstudents to practice communication and critical thinking skills as they prepareand present their case. In addition to teacherinstructions, the manual includes student handouts for five mini-mocktrials. The handouts consist of a juror biography, jury observationsheet and checklist, case facts, prosecution anddefense witness statements, and jury instructions. (DK) ******************************************************************** Reproductions supplied by EDRS are the best that canbe made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Edt.,canonal RAsearcn and ImprovAmenl EOUCNfcONAL RESOURCES INFORMATION CENTER (ERIC) tt This dOCurnent has been reproduced ar received from the person or organization originating d. O Minor changes have been made to improve reproduction Quality Points of view or ognions stated in this doc meat do not neceSsanly represent official OE RI posthon or cooky "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY : TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." . Minnesota Center for Community Legal Education Hamline University School of Law Saint Paul, Minnesota 2 BEST COPY AVAILABLE Mini-Mock Trial 4' anual Copyright ©1993. MinnesotaCenter for Community Legal Education Ham line University Schoolof Law 1536 Hewitt Avenue Saint Paul MN 55104 612/641-2279 ALL RIGHTS RESERVED. PERMISSION GRANTED TO REPRINT COPIES FORCLASSROOM USE. The Minnesota Center forCommunity Legal Education was established in 1981 at Ham lineUniversity School of Law. The Center promotes law-relatededucation throughout the state of Minnesotaand nationally by assisting teachers,lawyers, judges, and law enforcement personnel teach law andcitizenship. Hamline University was foundedin 1854 as Minnesota's first university. Mini-Mock trials were developedin 1978 and have proven to be verypopular with stu- dents (grades 3-12), teachers,and lawyers. If you have developed your ownmini-mock trials and would like to sharethem with other teachers andlawyers throughout the state, please send us a copy and wewill include it in the revisedversions of the Mini Mock Trial Manual. Multiple copies of this manual canbe obtained for $5.00/per copyfrom the Minnesota Centerfor Community LegalEducation. disability, religion, age, Hamline University does not discriminate onthe basis of race, color, national origin, ancestry, sex, affectional preference, or veteran status inits eduction and employment programs oractivities p- 0111111111P Mini-Mock Trial 4 IMMO anual AIM Teacher Instructions Mock trials conducted within one or two class periods help students learnabout courts and trials in an interesting and enjoyable way. Althoughstudents obviously will not be as polished as they are in more lengthy mock trial programs, their abilities to quickly become familiarwith trial process, to learn their roles, and to discuss rules of evidence and constitutional protections willsurprise even the most seasoned observer. In addition to the value of the learning experience for students, mini-mocktrials are an excellent activity for lawyers who want a "guaranteed" success. With only littleadvance preparation, a lawyer can guide the students through the mock trial experience, helping them developappropriate questions and then serving as the judge for the trial. Most lawyers are socomfortable with this activity, and find the positive student response so rewarding, that they are usually willing toschedule return engagements. Students will: 1. Become familiar with the role of a trial court in solvingdisputes. They will also be introduced to court procedure and decorum. 2. Develop an appreciation for the importance of the various peoplein the courtroom. 3. Practice communication and critical thinking skills as they prepareand present their case. Materials needed: Copies of Student Handout: MOCK TRIAL PROCEDURE, Student Handout: JURY OBSERVATION SHEET & CHECKLIST , Student Handout: JUROR BIOGRAPHY, and Selected Mini-Mock Trial Cases Time needed: 2 class periods Grade level: Grades 5-12 Procedure: 1. Begin the class session by discussing trials. Because most studentshave seen television programs such as "People's Court" and "Night Court," they already have somebasic information. Ask them if they watch these programs. Then ask them to list the people who are presentin the courtroom. This list will include: A lawyers Abailiff A judge A police officers A jurors A clerk A witnesses A court reporter A defendant A public A plaintiff A sketch artist Minnesota Center for Community Legal Education 1 411.11110 Mini-Mock Trial es 8111001 anual 11111b Teacher Instructions: Procedure cont. 2. Discuss what these people do in the courtroom.Depending upon the sophistication of the audi- topics can be conducted: trial by judge or ence and the time available,short discussions of the following constitutional right to a jury; civil v. criminal trials; the needfor a court reporter and court record; the deco- public trial; the controversy surrounding camerasin the courtroom; the reason for the courtroom mm. students. 3. Select one of the cases and read the oneparagraph summary of the facts to the students should be selected to 4. Ask the students to volunteer forthe parts in the mock trial. Four the direct be the lawyers for each side of the case.One student may present the opening statement, one examination, one the cross examination,and the other the closing argument.Reserve discussion of objections for later. representatives and 5. Also assign students to roleplay thewitnesses, bailiff, court reporter, media sketch artists (these students canwrite articles and prepare drawingsfor the articles), and members of the jury. preparation, briefly describe the steps of atrial as presented in the 6. Before the start of actual trial Student Handout: MOCK TRIALPROCEDURE. Remind students that theywill be helped through the process by the judge and thatconfusion at this point is expected. explain the reasons 7. If students have sufficient backgroundand understanding of the trial process, of objections be allowed.) and grounds for objections. (It isrecommended that only a limited number Refer to the list of objections in thetrial procedure handout. If they lackknowledge, reserve discussion will object to a of objections until one occurs duringthe trial. (No matter how old the students are, one she?" or question during the trial. The objectionmight be made in the form of "She can't do that, can "This isn't fair!" Regardless of thelanguage used, the students usually have madethe objections at appropriate times. They are now ready tolearn about objections.) obey- Explain to the students that objections areused when lawyers feel that the other side is not conduct the ing the rules. All court procedures aregoverned by many rules. Lawyers are required to trial according to the rules. It is thejudge's responsibility to decide if a lawyer hasbroken a rule. If a judge agrees that a rule has beenviolated, the judge sustains the objection.If the judge feels that the lawyer has not violated the rules, he or sheoverrules the objection. If an objection is sustained,the witness's answer is not allowed. If anobjection is overruled, the witness is allowed to answerthe ques- tion. (The rulings by the judge often arethe grounds for appeals to higher courts.) period 8. Tell students they will have approximately15 minutes to prepare. Although this is a short of time, the facts of the cases are simpleand a longer period of time results in arestless jury. Minnesota Center for Community LegalEducation 2 MEW ini-Mock Trial 11111111 Manual ARM Teacher Instruction: Procedure cont. 9. Provide the following instructions: Lawyers- -Tell them to read the facts and all of thewitness statements (including the witnesses for the other side). They are to prepare an opening statement,questions for all witnesses, and a closing argument. Have them use the trialprocedure handout in their preparation. Witnesses--Tell each witness to read his or her statement atleast three times so that he or she will be prepared to answer questions. Eachwitness should then work with the lawyers from theirside to help prepare questions. Judge--Tell judge to read the trial procedure handoutand be prepared to call the witnesses. Bailiff--Tell bailiff