Civics: Judicial System Lesson Plan

Rationale:
In this lesson, students will learn about the relationship between constitutional rights and fair and
unbiased trial and jury. Students will also learn about the strengths and weaknesses in our justice
system and hypothesize how to improve it. Jury duty is an important civic responsibility, and justice in
America requires the work of each branch of government as well as the citizens who serve on juries.
Students learn vocabulary relevant to understanding court proceedings, which they will apply during
the mock trial. Throughout the main activities and lesson extensions, students will investigate the
relationship between constitutional rights and fair and unbiased jury and trial, and the strengths and
weaknesses in our justice system.
Skills Supporting Common Core State Standards for English Language Arts and History/Social
Studies:

Determine the central idea

Provide a summary
Determine the meanings of words
Write arguments with support
Organize reasons and evidence in written argument
Use appropriate and precise language
Write conclusions to support arguments
Participate in group discussions
Follow rules for discussions, set goals and deadlines, and define role
Pose and respond to questions
Review ideas from more than one perspective
Distinguish claims through reason and evidence

Essential Question:
Write the question below on the board. Explain that the lesson activities are geared to help students
explore and then respond to this question later during the Lesson Wrap-Up.
What is the relationship between a fair and unbiased jury-selection process and upholding U.S.
constitutional rights?
What are the strengths and weaknesses of our justice system?
Materials: video camera, projector, computer, script for judge, affidavits, student notes, opening and
closing arguments developed by students, vocabulary list, copy of Sixth, Seventh, and Fourteenth
Amendment.
Procedures:

Students will be given time to review notes and vocabulary. Lawyers will have time to look
over and revise opening and closing statements, review affidavits, and talk with witnesses one
last time. Those that have been assigned to jury duty will have time to review vocabulary, and
look over questions the judge will be directing to them.

Students will be taken to the LGI room to practice for upcoming mock trial. Jury members will
have pen pencil to take notes during the mock trial. The mock trial will be videotaped and
reviewed after the practice trial has concluded. Jurors will be required to reach a verdict
during the practice run. This will be saved for the mock trial held in the court room.

Students will be taken back to the room will they review the videotape to assess their
performance and knowledge. They will be asked to identify weaknesses and strengths of their
own part and of the trial as a whole.

Concluding the Lesson:

Students will be asked to consider and then discuss the following questions.
o What behaviors did notice of lawyers, the judge, defendant, and jurors during the
o

trial?
How might behaviors like these affect a real trial and contribute to strengths and

weaknesses in our judicial system?

What is the importance of the jurors in upholding our Constitutional Rights,

particularly those pertaining to the Sixth, Seventh, and Fourteenth Amendments?

What were weak points of the trial we could improve upon for the final mock trial that

will be held at the court house?

What I the difference between opening and closing arguments?

What is the difference between direct examination and cross examination?

What are reasons for objections to be raised during a trial? Do you think it may
sometimes be hard for jurors to overlook information presented when a judge

sustains the objection?

What does the jury need to decide in this case? What burden of proof do the jurors
have to apply to reach their verdict? What skills does a lawyer need in trying a case
such as this one?

Assessment:
Questions that were asked during the student-led discussion will be written on the board. Students will
be asked to write a response in essay format to the questions to be turned in next class. Students will
need to respond to five out of the eight question listed on the board.
Modifications:
o Copies of transcripts and notes.
o

ESL learners are assigned role of public viewers. For assessment they are asked to give a
reflection on our judicial system. They are also provided with mini trial samples they may use

for their reflection.

ESL learners are able to use Google Translator as needed.