Lesson Plans - Law

The Case of:    "The City Rooster"



Lesson Plan:


GRADE(S): 6 - 12 (or older grades inexperienced with mock trials)

DESCRIPTION: Conducting a Simplified Mock Trial in a classroom based on an imaginery Thai life experience.

"The Case of The City Rooster" - Simplified Mock Trial Facts.

City rooster/mock trial - Image source

DURATION: 1 class period

LANGUAGE: English (can easily be adapted to the language of the classroom)

AUTHOR: Keerock Rook, The Learning Foundation

LEARNING OBJECTIVE(S):
At the end of this lesson, students should be able to...
• identify the process for settling a legal dispute (how are the facts of the case presented; how is the dispute resolved)
• identify key players in a legal dispute (who presents the facts; who makes the final decision)
• determine what makes a decision fair.
FORMAT:
Small group deliberation in simplified mock-trial format; class is divided into three groups for mock trial; groups of three, one each acting as judge, accused and accuser, for review discussion.
BACKGROUND:
A full-scale mock trial can be an intimidating prospect for an elementary classroom-both for teacher and students. This lesson plan for a simplified mock-trial provides an opportunity to experience the fundamentals of a trial.
Beginning with a cast of three characters, students will develop skills that will lead them safely into more complicated cases. The basic tenets of the lesson include those items covered in the learning objectives. Understanding that the purpose of a trial is to settle a dispute between two people, the two parties are given an opportunity to present their side of the story to a judge. With the final authority resting with him/her, the judge takes some time to clarify issues with each party and then makes a decision that is seen to be fair to each party.
Without distinguishing between civil and criminal issues, this lesson illustrates the essentials of our adversary system: that each party is allowed to tell his/her side of the story, that the judge is the person with the authority to settle the dispute, that a fair decision is presented with reasons supporting that decision.
RECOMMENDED STUDENT MATERIALS: Copies of facts for accused and accuser; copies of Steps in the Trial for the judges.

RECOMMENDED TEACHER PREPARATION:
Prepare fact sheets for the accused and accuser groups to read before beginning their trial. Make copies of the
Steps in the Trial for distribution to the judges group.
CLASSROOM STRATEGIES:
• Divide the class into three groups; each group represents the judge, the accuser, or the accused.
• Give fact sheets to the accused and the accuser groups, but not to the judge group. Give a copy of the Steps in the Trial to the judge group.
• Allow time for the groups to discuss their strategy: who will present their case, and how they will present their side of the story. Each group should choose a spokesperson to represent them in the trial.
• Follow the Steps in the Trial described below.
• Time permitting, repeat the trial with a different set of students representing each side of the story and the judge.
• Talk as a class about the trial(s) and the results. Ask for reactions to each role: how did it feel to be the judge, the accused, the accuser?
• Review the objectives for other teaching points.
Fact Situation:
As early as 1 A.M. the crows from Nang's roosters bounced and echoed along the rows of five story Chinese shop houses in his neighbourhood.

Nang's had brought them when he moved from the country, so he and his family would feel more at home in the city.

The neighbour's complaints had only met with smiles and nods from Nang.

He thought they too would come to love the feel of the country like he and his family, given a little time.

But they didn't.
Weeks turned into months and then a year before Tong , whose house was across the street, could stand no more.

Tong filed a complaint accusing Nang of disturbing the people in the neighbourhood and asked the court to order that the roosters be removed.

Nang answered that his roosters were a normal part of Thai life and his family loved them, so it was unfair to ask him to go without them.

Tong responded that roosters may be a normal part of Thai life in the country, but Nang had moved to the city where the roosters were causing headaches for the people who could not sleep because of them.

Steps in the Trial:
1. Let Tong (the accuser) tell her/his side of the story.
2. Let Nang (the accused) tell her/his side of the story.
3. Let the judge ask Tong and Nang questions.
4. Give the judge a few minutes to think.
5. Let the judge make a decision that is fair.
6. Let the judge explain his or her reasons.
ASSESSMENT:
Lead whole-class summation discussion based on the objectives stated earlier. Older students might be given a written assignment. In groups of three, one representing each role, prepare a one page summary of the trial, that presents each side of the story and the judge's decision, with reasons.

WHERE TO GO FROM HERE:
Try another of the mock-trial lesson plans, or develop your own based on a situation from current events in the community or the classroom. Write your own fact situation and adapt the Steps in the Trial accordingly. Some other lessons continue with three roles in each trial; some more complicated situations, for trials of six characters, add clerk and two lawyers. Refer to the Canada School Net Bibliography on Mock Trial Materials for reference or The Learning Foundation Simplified Mock Trials.

The Case of: "The City Rooster" - A Simplified Mock Trial based on the Canada School Net Simplified Mock Trial Design.


2004 - 2012 The Learning Foundation - LFS Program in Asia