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Issue 2

Fall 2018

Partnering With Teachers to Bring Citizenship to Life
SPONSORS: SUPREME COURT OF OHIO • THE ATTORNEY GENERAL OF OHIO • OHIO STATE BAR ASSOCIATION • ACLU OF OHIO FOUNDATION

A Unique Opportunity: Teachable Moment
Place-Based C3 Learning Taking Informed Action:
Civic Engagement
In June 2018, a group of 10 Ohio and eight Indiana teachers traveled
to Washington, D.C. for four days of extensive training in the
Through Inquiry
College, Career and Civic life (C3) Framework and inquiry-based
Three years ago, OCLRE embraced the
teaching. OCLRE staff led in-depth workshops to teach the theory,
C3 Framework for Inquiry, recognizing
creation, and practice of implementing inquiry. As part of their
the Framework intersects with the active
thorough learning experience, teachers with various degrees of C3
citizenship that we promote through our
familiarity visited several Washington, D.C. institutions, including
programs and resources. In prior Teachable
the National Museum of American History and the Library of
Moments, the Framework was generally
Congress, learning how to integrate primary sources into inquiry-
outlined and resources were identified. In
based lessons. Leadership and mentorship training were also part
celebration of the 2018 Law & Citizenship
of the workshops. As a result, five inquiry lessons were created,
Conference theme “Teaching Inquiry -
which will be posted on the OCLRE website this fall to be shared
Inspiring Action,” this edition will focus
with the Ohio educational community.
on Dimension Four of the Framework
where students put their knowledge to
Three participating teachers share their experiences of this trip and
practical use.
how it’s helping them in the classroom and with OCLRE program
implementation. Interviewed for this story include:
The authors of the C3 Framework speak
• Robin Lashley, 8th grade social studies teacher at of Dimension Four as putting the social
Middleburg Heights Junior High School, Cuyahoga County in social studies. It is the opportunity
• Gloria Wu, government teacher at Bowsher High School, to engage with an audience outside
Toledo Public Schools, Lucas County the classroom and become part of a
larger dialogue about our community.
• Matthew Wunderle, government teacher at Ravenna High Dimension Four re-envisions knowledge
School, Portage County //cont. P2 so that it is not the end of education, but
rather the means to the end of an informed
and engaged society. //cont. P4
In This Issue
Inquiry-Based Teaching Resources....................2 DEVELOPING QUESTIONS
& PLANNING INQUIRIES
Ohio Mock Trial Case Capsule...........................3
Welcome New Staff Member.............................3
A Deep Dive into the 4th Amendment.............3
APPLYING DISCIPLINARY
Award Recipients Announced...........................5 TOOLS & CONCEPTS
Ohio Mock Trial Rule Clarifications.....................5
Former Mock Trial Student Honored..................6
Thank You, Donors!...............................................7 EVALUATING SOURCES
& USING EVIDENCE
A Closer Look - The Use of Drones......................7

COMMUNICATING
www.oclre.org CONCLUSIONS & TAKING
INFORMED ACTION
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Unique Opportunity (cont. from P1)

Q: How do you think inquiry-based
teaching will enhance your teaching
style or philosophy?
MW: I believe that inquiry-based
teaching will make me a better teacher.
It challenges me to not shy away from
controversial or difficult topics, but
rather encourages me to make these
the focus of units. These types of
issues are inherently more interesting,
engaging, and exciting for students.
GW: Inquiry-based teaching captures
student curiosity through questioning
techniques, prompting them to
research sources, provide evidence,
reasoning and rationale to answer the
compelling question. Inquiry-based
teaching fosters critical thinking,
unlike standards-based teaching
which focuses on memorization, opportunities to tell my students, and bring about change. Students
recall, and recognition. “You’re right” and give them enjoy it all.
confidence that they can understand
Q: What do you think are the complex ideas. Q: How does using inquiry-based
benefits of using inquiry-based teaching enhance your use of
teaching? Q: How are your students reacting OCLRE programs (We the People,
RL: I believe inquiry-based teaching to learning via inquiry? Moot Court, Mock Trial)?
is motivational. Engaged students RL: I have incorporated a few MW: My students participate in
exhibit less negative behaviors and inquiries and the students loved them. We the People which I now realize
this type of learning helps with They asked for more! is essentially a giant IDM (Inquiry
standardized testing as the students GW: Students enjoy C3 lessons as Design Model) project. The more
look for evidence in rigorous text to it is organic and less strict. There inquiry-based lessons that I teach to
support their claims about a topic. is a question, which prompts more my students the more prepared they
Learning is individualized by the questions, thinking, and engagement. will be for We the People.
nature of this type of teaching strategy. There’s time for research and RL: Using inquiry-based lessons
MW: By crafting lessons or units in discussion, validation of sources, and will help students learn how to use
such a way that there is more than reasoning. Then time for processing, documents and other resources to
one correct answer, students engage identification of problem solving and search for evidence to support their
the question with confidence. As a conclusion. It gives opportunities for claims, which is exactly what they are
teacher, this provides me with more civic engagement to make a difference asked to do in the OCLRE programs.

Inquiry-Based Teaching; We’ve got resources to share!
The C3 Teachers website (www.c3teachers.org) is a robust collection of ideas and comprehensive, ready-to-use
inquiries. Ranging in topics from the Constitution, Declaration of Independence, Federalism, Voting, and more,
these inquiries are available for download and can readily be implemented in your classroom. The IDM Generator
supports teachers as they create their own inquiries, share those inquiries with other teachers, and make inquiry
assignments for their students to complete online. Also available are blog posts from teachers using inquiry as well
as books and articles about inquiry-based teaching. Visit OCLRE website (www.oclre.org/c3resources) to get
additional, Ohio-based inquires!
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Ohio Mock Trial: 2019 Case Capsule
The 2019 case, State of Buckeye v. Quinn Woolf, challenges students to consider an individual’s right to
privacy in our increasingly technological world. In September of 2018, Quinn Woolf was arrested on
charges of aggravated assault and telecommunications fraud for stealing $120 million from the State of
Buckeye’s pension fund. The state alleges that Quinn used a private, alpha-numeric code to hack into the
state’s digital wallet and drain the funds. The state is basing its claim on drone footage captured from 400
feet in the air. The footage was enhanced to show Quinn Woolf sitting under a gazebo in the backyard
of the Woolf residence with a notebook and a laptop. The enhancement revealed an alpha-numeric code
written in Quinn’s notebook that matched the code needed to access the state’s account. The defense has
filed a motion to exclude the drone footage, claiming that police violated Quinn’s Fourth Amendment
protection against unlawful search and seizure. The motion hearing will focus on the need for a search
warrant; specifically, if the contracted drone operator qualifies as a state actor and if Quinn had a reasonable
expectation of privacy.

Welcome, New Staff Member!
A Closer Look
OCLRE welcomes the newest addition to The Use of Drones
our team, Danielle Wilmot. She has taken
over as program coordinator for both middle This year’s mock trial case is particularly interesting
school and high school Mock Trial. Danielle, because it delves into the world of drones. Drones
originally from Chardon, Ohio, is new to are a source of fascination, intrigue and sometimes
Columbus after relocating from the Akron fear or skepticism. So, what exactly are drones and
area where she spent the last two years. She what are they used for?
is a former high school teacher with a degree
in history from John Carroll University. During her time at The use of a rudimentary unmanned aerial
JCU, Danielle was involved with its We the People program vehicle (drone) came about during World War
by volunteering as a tutor in several East Cleveland schools. I. Originally, they were not seen as very reliable
When she is not busy pursuing her passion for education and and did not have much use because the war ended
civic engagement, she enjoys spending time with her husband not long after the first drone appeared. Drones
and dog in one of Columbus’ local parks. as we know them today became a vital tool after
September 11. They provide a way to complete
Favorite food: Chicken Lo Mein vital military tasks without risking lives.
Favorite travel destination: Seattle, Washington
Favorite law-themed book or movie: A Time to Kill Drones are also used in a variety of other ways.
Favorite Ohio Mock Trial witness and why: Dally Winston Government agencies and private companies use
(Middle School Mock Trial)–The Outsiders was one of my drones to inspect building edifices for structural
favorite books growing up, and Dally always interested me. He defects as well as to survey land. They are used to
was rough around the edges but had a good heart, particularly deliver packages, and to capture unique photos
for the people he loved. The mock trial case represents Dally’s and videos of places where it might be humanly
character well and gives students an opportunity to delve into impossible to go.
a conversation about the complexity of character.
As this technology continues to evolve, so too will
I am especially excited to be the mock trial program coordinator our understanding of possible future applications.
because: It is so important for students to find their voice. It seems fertile ground for more 4th amendment
Mock Trial not only gives students the opportunity to do so, issues. How does this technology impact our
but it teaches them how to use it in a meaningful way. Whether privacy and what is the government’s role in
students pursue a career in the legal system or just enjoy addressing these issues?
participating in the program, they gain confidence and skills
that will continue to serve them for the rest of their lives. 3
Teachable Moment (cont. from P1)
In his 1968 book, Pedagogy of experience? Which student is more
the Oppressed, Brazilian educator likely to volunteer again after the
Paolo Freire spoke of “education graduation requirements go away?
as the practice of freedom.” Freire
distinguishes education from an The options for taking informed
oppressive “banking” model of action broaden and expand as
teaching, in which students are empty students diversify their own
vessels into which teachers make worldview, and as they tackle
deposits of knowledge. Conversely, subjects in a new and different way.
a pedagogy of freedom liberates Through the process of inquiry,
students through “education [that] the ongoing dialogue encourages
consists in acts of cognition, not students to think about change,
transferrals of information.” Freire draw connections to current events,
and consider their role as a member
assessing, acting: Students gain an of society. A unit involving public
understanding of a topic through policy is not limited to the stock
disciplined inquiry, they assess standard “call your legislator to
their ability to maintain/disrupt the advocate for X legislation.” Instead,
status-quo, and, lastly, they take using informed practice, students
action informed by newly acquired can engage in a variety of informed
knowledge. In this paradigm, the civic engagement as wide-ranging
exam is no longer the capstone of a as practicing civil dialogue with a
unit, and the choice to engage with peer, to drafting model legislation,
society becomes relevant. to fundraising for a social cause.
Initially educators will need to
As an example, imagine two students make suggestions and help students
volunteering their time one Saturday draw connections to opportunities
at a local food pantry. Student A for change (the banking mindset
(and the authors of C3) advocates chose to do so because it fits into takes time to break), but eventually,
“problem-posing education” that their schedule and fulfills a volunteer students will come to expect the
engages students as participants requirement for National Honor “what can we do about it?” question
in the active dialogue to improve Society. Student B is volunteering and will generate their own options
their world. as the capstone to a weeklong study to engage.

Improving the world seems like a task Improving the world seems like a task far beyond
far beyond the reach of most k-12 the reach of most k-12 classrooms, but it is
classrooms, but it is important to
remember that the “world” is far more
important to remember that the “world” is far
subjective than it may at first seem. more subjective than it may at first seem.
Small actions, even the simple act of
engaging in a conversation, constitute of the social and economic costs of OCLRE’s focus on Dimension Four
a step toward transformative change. homelessness. Although both are kicks-off September 17th at the 2018
The action that closes an inquiry is completing an academic requirement, Law & Citizenship Conference
measured not by its revolutionary and both will experience the “warm and will continue throughout the
character or mass impact, but fuzzies” that come from doing good academic year. Conference sessions
rather by its match to the topic and for others, only one will understand are designed to offer teachers ideas
knowledge acquired. how their work disrupts the cycles and strategies for bringing inquiry and
of systemic poverty that lead to action into the classroom. To register,
The C3 Framework describes this homelessness. Which student is or learn more about the conference,
process as an arc of understanding, likely to have a more meaningful visit www.oclre.org/lcconf.
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Eiler, Founders’ Award Recipients Announced

On behalf of the Ohio Center for Law-Related Education and its Board of Trustees, it is a pleasure to announce the 2018
recipients of OCLRE’s highest honors.

Lori U. Eiler Award for Mock Trial Coaching Excellence

Katy Osborn is co-founder of and legal advisor to Springfield High School’s mock trial and moot
court teams. In the words of fellow SHS mock trial advisor Megan Farley, “[Katy] does more
than act as a legal advisor to a team… she fundraises, organizes social activities for the kids to get
to know each other, and makes herself available to help with college applications and letters of
recommendation. She dedicates herself to the students and works with them individually and is
always available for an extra practice with a less experienced student to help them become their
best or overcome their nerves.”

Katy is Of Counsel with Bricker & Eckler and her practice includes education, employment,
estate planning, trusts and probate administration.

Founders’ Award

Dan Hilson served on the OCLRE Board of Trustees for more than 20 years, alongside founders
Anthony Celebrezze, Jim Phillips, and Benson Wolman. Dan has contributed significantly to the
growth and sustainability of OCLRE and is among its staunchest advocates before key decision
makers in state government. His commitment to the mission and core constituents is unparalleled.

Hilson is a shareholder at Roetzel & Andress.

In a 2002 article he wrote for the OCLRE newsletter, Reporter, Dan best described his belief in
the importance of civic education, which further highlights why he is a most deserving recipient
of the award:

“If our system of government is to survive, it is imperative that future generations not only understand the principles of
our system, but that youth embrace it through active participation.” ~ Dan Hilson.

2018-2019 Ohio Mock Trial Rule Clarifications

To more accurately reflect the Ohio Rules of Evidence, we have reorganized the evidentiary rules contained in the Mock
Trial case file. All examples have been moved to a separate section immediately following the simplified rules of evidence.

While all exhibits are stipulated as admitted, they are bound by all other simplified rules of evidence. In order to testify to an
exhibit, the witness must have prior knowledge of that exhibit .

Pre-trial is a brief conference to address items such as permission to film, judicial preferences, student accommodations, etc.
Students should not present judges with any materials other than completed scoresheets. OCLRE provides all judges with a case
summary, errata sheet, and any other necessary materials.

The Competition Committee members are individuals with particular interest and experience in the Ohio Mock Trial
Program, including site coordinators and former Mock Trial advisors from various regions of the state. The committee meets
prior to the case release to review feedback and address potential rule changes. The committee has the authority, in consultation
with OCLRE, to impose sanctions for rule violations up to and including disqualification.
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Former Mock Trial Student Receives Top Honor

Congratulations to Hope Lewis, former Mock Trial Top female Scholar-Athlete
participant from West Jefferson HS, who was one of the
winners of the Columbus Dispatch-Motorist Scholar Who: Hope Lewis
Athlete Award. She was voted as one of Ohio’s “best and School: West Jefferson
brightest”. We agree! We are excited that OCLRE’s Mock Grade-point average: 3.95
Trial is a part of Hope’s impressive credentials. Scholarship: $10,000 // Motorists Insurance

Sports played: Soccer (4 years), track (4), basketball (3)

Academic highlights: National Honor Society member;
honor roll all four years; scored 29 on ACT

Athletic highlights: Three-time first-team all-district in
soccer; all-league in basketball

College choice: Otterbein (anticipated major:
biochemistry)

Photo location: I chose the Franklin County Court of
Common Pleas to represent the side of me not involved
in sports. I participate in mock trial, which has had a
huge impact on my life and has given me public-speaking
Who are the Dispatch-Motorists Insurance Group Scholar skills and self-confidence.
Athletes?
Reprinted with permission; Inspiration: My mock trial adviser and government
complete article available @dispatch.com teacher, Mrs. Jenny Siddiqi, comes into school every day
with a positive attitude even when her students don’t.
Introduced in May 1982, the Dispatch and Motorists
Insurance Group Scholar-Athlete Awards annually Home front: I live with parents, Shari and Jeremy, as well
honor the best and brightest high school students in as my brother, Andrew, 22, and my sisters, Erica, 16, and
central Ohio. Autumn, 13.

In early March, The Dispatch mailed nomination forms Favorite subject: Chemistry gives me the opportunity to
to 117 area high schools, asking administrators from each prove things to be true. It’s easy for a textbook to tell
school to select two seniors — one girl and one boy — as you that something is true, but it’s amazing to do an
their institution’s top scholar-athletes to vie for $94,000 experiment to prove it.
in college scholarships.
Least-favorite subject: English is the subject I’ve
These scholarships are funded by Motorists, Wolfe struggled with since I was little. I am better at thinking
Associates, OhioHealth, Atlas Butler and the family of literally rather than abstractly.
Capt. Warren B. Sneed. Awards and scholarships were
presented at the 2018 Scholar-Athlete Awards banquet Favorite book: “The Scarlet Letter.” The main character,
on June 6 at the Greater Columbus Convention Center. Hester Prynne, is a strong female role model who doesn’t
let social barriers prevent her from being the person she
This year, 212 scholar-athletes from 111 participating wants to be.
schools were selected. Each honoree received free
admission to the event as well as a plaque and gift bag Words to live by: “Be kind whenever possible. It is always
from the program sponsors. possible.” – Dalai Lama

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A Deep Dive into the
Thank You, Donors! 4th Amendment. Join
Constitution Camp!
The Ohio Center for Law-Related Education is grateful to
the following individuals and organizations for their kind and
generous support of our mission to partner with teachers to bring
citizenship to life. Donations listed were given between August
1, 2017 and July 31, 2018. Often, donors recognize teachers or
students who have made a tremendous impact.

Sponsors $200 - $299
Supreme Court of Ohio Lisa Eschleman
Attorney General of Ohio Thomas E. Friedman
Ohio State Bar Association William Martin
American Civil Liberties
Union of Ohio Foundation $100 - $199
Christine Ardley &
Charitable Funders Douglas Buchanan
Ohio State Bar Foundation Pamela Vest Boratyn
AmazonSmile Foundation Steven Dauterman A principal looking through a student’s
Center for Civic Education Michael Farley backpack left on the bus. That’s
James Madison Legacy Project Karyn Justice
reasonable, right? A GPS tracking of
Columbus Foundation Georgia Lang
Hubert A. & John Leavitt, in honor of
a suspect’s car. Is that legal? Police
Gladys C. Estabrook Lisa & Steve Eschleman looking through cell phone data. Does
Charitable Trust Richard Smith that require a search warrant? What’s
Kroger legal? What’s unconstitutional? What
Staples Foundation $25 - $99 are your students asking?
TechSoup Anonymous
Bethany Vosburg-Bluem Join OCLRE at Constitution Camp
$1000 or more Christy Farnbauch on October 22-23 as we explore these
Alvin R. Bell Tim Kalgreen questions and others with a deep dive
Gregory Snyder Kate Strickland into the 4th Amendment’s protections
Derek Walden of unreasonable searches and seizures.
$500 - $999 Hear from content experts, Dr. Lawrence
Richard A. Dove In-Kind Contributions Baum, professor emeritus from Ohio
Columbus State State University Department of Political
$300 - $499 Community College Science, and Sam Peterson, deputy
Daniel Hilson Ohio Attorney General solicitor general at the Ohio Attorney
John Quinn Ohio Channel General’s office. Leave with hands-
Pierce Reed Ohio State Bar Association
on materials to enhance your teaching.
Marion Smithberger Supreme Court of Ohio
Learn about OCLRE programs We the
People and Moot Court that will engage
your students.

Sign up now at OCLRE’s Professional
Development page.
See how your gift will impact Ohio’s young citizens.
Visit oclre.org and click DONATE. Contact Tim Kalgreen
(tkalgreen@oclre.org; 614-485-3515)
for more information.
7
1700 Lake Shore Drive
Columbus, Ohio 43204
(p) 614.485.3510 • (f) 614.486.6221
www.oclre.org

Schedule of Events

SEPTEMBER JANUARY APRIL
17 Law & Citizenship Conference 12 High School Mock Trial 26 Moot Court State Competition
18 Introduction to Mock Trial District Competition
Professional Development MAY
FEBRUARY 2, 3, 10 Middle School Mock Trial
OCTOBER 1 High School We The People State Showcase
22-23 Constitution Camp State Competition 17 Middle School We The People
26 Youth for Justice & Project Citizen 12-13 Ohio Government in Action Showcase
Professional Development (TENTATIVE)
15 High School Mock Trial
NOVEMBER Regional Competition
16 Advanced Mock Trial 25 Youth for Justice & Project Citizen
Professional Development Professional Development

DECEMBER MARCH
6 Introduction to Middle School 7-9 High School Mock Trial
Mock Trial State Competition

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