Arguing & Judging Court Cases-Summative Assessment Sheet
Grade 7- Individuals and Societies
The New Nation: A Constitution with a Bill of Rights
Standards for Criteria and Success:
Criterion A: Knowing and Understanding
(i)Use some terminology in context
(ii)Demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations, and examples
Criterion B: Investigating
(iii)Use methods to collect and record relevant information
Criterion C: Communicating
(i)Communicate information and ideas in a way that is appropriate for the audience and purpose
(ii)Structure information and ideas according to task instructions
Criterion D: Thinking Critically
(i)Applies concepts, issues, models, visual representation and/or theories
(ii)Summarize information to make valid, well-supported arguments
(iii)Analyze a range of sources/data in terms of origin and purpose, recognizing values/ limitations
(iv)Recognize different views and explain their implications
Product:
A-Students will use their opening statement; information prepared for an open debate, and closing statements to demonstrate knowledge and understanding of their court case and include terminology related to the case itself, as well as terminology related to court proceedings both within their written and oral presentations.
B-Students provide detailed questions group members determined would need to be answered to accomplish the debate goals and the action plan steps completed to do so.
C-Students use debating and public speaking skills covered and noted in class to convey messages related to the court case assigned- that is consistent with the role of either petitioner or respondent.
D-Students will argue for their “client” within the debate by applying concepts and theories. Students will make well-supported arguments using their knowledge of the case, combined with the ability to present factual information in a favorable manner as it concerns the client. Students will analyze the actual case results and explain the impact of such results through the legal opinion in written form after the debates have concluded.
Deliverables:
1) Written, labelled,evidence of debate preparation: a) opening or closing statement b) other debate information
2) Action plan that guided your preparation
2) Supreme Court Justice notes and votes matrix (Your role as audience member in 4 of 5 debates)
3)A written legal opinion based on the actual results of the court case originally assigned to you (according to the legal opinion directions page provided.) This is 2-3 full paragraphs in length.
Audience:
Before the Supreme Court or before an appellate court
Arguing & Judging Court Cases- Summative Assessment - Task Planner
Assignment: You and your partner(s) will receive facts about one of the following landmark Supreme Court cases: Tinker v. Des Moines (1968) or Gregg v. Georgia (1976) or New Jersey v T.L.O. (1985) or Alabama v. Jafree (1985) or Hazelwood School District v. Kuhlmeier (1988), and be assigned to represent one side of the case (petitioner or respondent) using the facts given.
Preparation: Follow these steps as you prepare to debate your case. You will be assigned your partners, your case, and either petitioner or responder. The roles of petitioners and respondents will be reviewed in class. How you prepare is now up to you!
Step #1: Read the background of the case assigned carefully and discuss related questions. Share ideas from partners for presenting and debating the case.
Step #2: Upon being given the task of representing the petitioner or respondent- prepare an opening statement of 1-2 minutes introducing the group’s “opinion” to the class.
Step #3: Prepare arguments to be used in an open debate with the opposing side (for after opening statements by both teams.) Prepare for what your opposition may bring to the argument. This could last 5-10 minutes. Each member must participate.
Step #4: Prepare a closing argument of 1-2 minutes summarizing the group’s arguments with a meaningful, memorable final thought.
Presentation: Follow these steps as Supreme Court Justices (the audience)
Step #1: Before each debate begins, the facts of the case will be reviewed. The teacher will act as the moderator.
Step #2: The opening and closing arguments will be uninterrupted (the petitioner always goes first), but is otherwise interactive. The class members not involved in a particular case, will become the acting Supreme Court Justices during the debate. A Justice’s role can be to a) clarify confusing statements b) ask questions and c) offer points of view. While some Justices may take part in the debates, all will be required to record and submit information regarding both sides of the case. This includes notes and reflections for each case.
Step #3: When closing arguments are complete, a vote will be called followed by the actual decision being revealed. As a class, these two results will be compared and discussed.
Step #4: Draft a legal opinion, (using the directions provided on how to write a legal opinion), about your court case, free of having to defend the side you argued.
Live Debate Order of Proceedings:
1)Moderator brings the proceedings to order
2)Petitioner #1 reads the opening statement s/he wrote [1-2m]
3)Respondent #1 reads the opening statement s/he wrote [1-2m]
4)Petitioners and respondents engage in open debate [3-5m]
5)Supreme Court Justices (audience) joins open debate [3-5m]
6)Court is in recess [7-10m]
a)Petitioners and respondents review/revise closing statement
b)Supreme Court Justices (audience) record notes on case onto matrix and/or meet with own team to review case strategies if time allows
7)Petitioner #2 reads the closing statement s/he wrote [1-2m]
8)Respondent #2 reads the closing statement s/he wrote [1-2m]
9)Vote by Supreme Court is called [1m]
10)Actual case results revealed by moderator/ Case is reviewed and discussed [5-7m]
Note: If your team has three (3) members, member #3 is still responsible to submit either an original opening or closing statement for review and be the CLEAR team leader during steps #4-5.