PBL revolutions

O1

History

PBL:

Revolution Mock Trial

Start

Driving Question

Grade level: 10-12th grade

Time Frame

7 school days

How can we, as legal teams, determine the effectiveness of a revolution?

10-12th Grade

Literacy Skills

Standards

● Reading informational text ● Engage in collaborative conservation ● Debate skills: style, speed, tone, clarity

● SS 10.2 “Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.” ● SL 9-10.2 ELD Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Success Skills

● Collaboration, communication, leadership, problem solving

Language and Literature

Project Summary

• Students will choose a revolution, and discuss events that lead to a revolution. For this presentation I will be using the example of American Revolution.
• Students are assigned to take sides and roles for revolutions as a prosecution(American colonists) or the defendants (British Empire)
• There are many students in a classroom, meaning not everybody will be able to role play as an attorney in the case.
• Some students may have stronger writing skills than public speaking skills, or may feel uncomfortable "debating" in front of the class. They can be assigned as a court reporter or jury member.

Project Summary (ctd.)

• The active roles students take include being an attorney or witness
• Passive roles students can take is to be on the jury(7) or a court reporter(2).

• Witnesses will make statements, and attorneys will use those statements to support their argument.
• The job of the jury is to decide which side made the better argument. They will defend their decision in a short essay writing
• The court reporters will write everything that was stated during the case.

Rubric

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Milestones 1-3

Milestone 3

Milestone 2

Milestone 1

Students will organize their scripts and what they plan to say. Attorneys and witnesses will be leading the court case, and are expected to have attention grasping dialogue. Attorneys will prepare a comment to support a witness's statement.

Class will be split into two sides, with one side defending the British, and the other siding with the Americans. Students will choose their role as an attorney, witness, court reporter, or jury.

Students will learn the causes of the American Revolution. Students will learn a basic idea of how a court case is performed. Students will reflect on colonial life under British rule and American rule.

Day 2

Day 3

Next

Day 1

Milestone 4

Milestones 4-6

Each student will find four statements that will support their team's argument. Each team will have their outline completed detailing their arguments. Students who choose to be on the jury or as a court reporter will write a short essay detailing four advantages and disadvantages of the effectiveness of the American revolution.

Milestone 6

Milestone 5

Students will finalize their team's outlines. They will run the official mock trial in classroom. Attorneys will prosecute or defend the British during the colonial era. The jury will decide which side made a better argument.

The class will hold a practice mock trial. Students will receive feedback from the practice run from their peers and the instructor. On the weekend, students will implement that feedback on their outlines.

Day 4

Day 5

Day 6-7

Assessment: Add any feedback you found helpful to your outline.

Assessment:Submit a completed outline detailing your findings. Jury members or reporters submit a short essay on an argument for both sides.

Assessment: Students will complete a self-assessment on their team's performance.

Tech Tool

Kialo edu

The topic being debated

• Kialo edu is a custom version of Kialo, a debate site, designed for classroom use.
• Teachers can create a topic and students can discuss the pros and cons of that topic on the site.
• For the substitution aspect it allows a new ways to read instead of from a text book, users can read digitally from a website.

This tool fulfills the Modificationaspect because students are able to use the internet to see new views on subjects. This tool fulfills the redefinition category bygiving students a voice, and collaborating in the debate. The online class discussion may also be shared outside of the class.

The pros and cons of this topic

Self Assessment Rubric

Public Product: Outside classes or guests may attend the mock court case.

Civic and ethical values

flip card