Standard 4D
One timely and relevant course that I completed during my master’s program was Course LLT 555 Building Online Class Instruction. Since the pandemic hit last year, all schools were forced to go virtual and some such as Wyncote Academy continued with online virtual instruction. I not only learned how to create and set up a course on the d2 learner format which Kutztown University uses for their online instruction, but this course also allowed me to see the process of how to build a successful and functioning online curriculum. I was inspired to use more technology in my lessons since this is a requirement for the virtual setting. This can also be carried over to the in-person setting as well with some minor adjustments. During this course we had to create a shell of a course and populate it with information needed in a classroom such as key course documents and an outline of the course. While taking this course, I created an engaging assignment, Supreme Court Simulation, which I have used in my own class this year. The students were assigned a specific courtroom role and then researched the requirements and responsibilities of that role. After the research was completed, the students worked together as a class to complete a trial simulation.
Below is a detailed outline of the Supreme Court Simulation (there are links for all worksheets that will be used in the simulation below within the outline)
Supreme Court Simulation
The Layshock v. Hermitage School District (2011) case can be used for the simulation (the Supreme Court declined to hear the case in 2012, so there is no ruling to sway or limit student research) or this case can serve to inform the question students research and ultimately argue in favor of or against. Although any court case can be argued in front of the court, this case deals specifically with issues of free speech, school administration, and individual rights that are particularly relevant to students. Note: While students may want to point out the irrelevancy of the social media platform involved in this particular case in comparison to other social media platforms, it is important that students understand that the case is not about any platform in particular, but whether the actions taken were a violation of the First Amendment.
The simulation is based on students taking on roles related to the researching and conducting of a Supreme Court case:
Justices—The justices will be making the final decision in the case. During the research period, Justices should research how the Supreme Court functions, landmark cases, how justices write opinions of the court, and information on the Constitution, with particular attention to the First Amendment. These notes will be used to prepare them for their role as a Justice. The following handouts can help them prepare for the trial:
Clerks—Students can serve as clerks for the Justices and carry out the role of researcher and question designer.
Solicitor General—These students will present the case and respond to questions from the Justices. During the research period, the team will study the provided court cases, search for other precedents to support their cause, and develop arguments that defend their client.
Prosecutorial Team—These students will be making an argument for the plaintiffs in front of the Justices. During the research period, the prosecutorial team will study the provided court cases, search for other precedents to support their cause, and develop strong evidence-based arguments.
Journalists—Students who take on the role of journalists can research the background of relevant court cases and conduct interviews with other students involved in the simulation. As assessment, they will have to submit newspaper articles about the case.
Marshal of the Supreme Court—This role will be played by the instructor. This gives you the power to oversee the proceedings of the court and keep the classroom in order during the simulation.
Below is a detailed outline of the Supreme Court Simulation (there are links for all worksheets that will be used in the simulation below within the outline)
Supreme Court Simulation
The Layshock v. Hermitage School District (2011) case can be used for the simulation (the Supreme Court declined to hear the case in 2012, so there is no ruling to sway or limit student research) or this case can serve to inform the question students research and ultimately argue in favor of or against. Although any court case can be argued in front of the court, this case deals specifically with issues of free speech, school administration, and individual rights that are particularly relevant to students. Note: While students may want to point out the irrelevancy of the social media platform involved in this particular case in comparison to other social media platforms, it is important that students understand that the case is not about any platform in particular, but whether the actions taken were a violation of the First Amendment.
The simulation is based on students taking on roles related to the researching and conducting of a Supreme Court case:
Justices—The justices will be making the final decision in the case. During the research period, Justices should research how the Supreme Court functions, landmark cases, how justices write opinions of the court, and information on the Constitution, with particular attention to the First Amendment. These notes will be used to prepare them for their role as a Justice. The following handouts can help them prepare for the trial:
- Justice Biography Handout—For their interview with the reporter, this handout can help students develop their backstory as a Justice. It also helps students to consider the qualifications, history, and differences between Supreme Court Justices.
- Justice Question Development Handout—Once students have read the written argument from each side, this handout will help them to prepare questions for the trial.
Clerks—Students can serve as clerks for the Justices and carry out the role of researcher and question designer.
Solicitor General—These students will present the case and respond to questions from the Justices. During the research period, the team will study the provided court cases, search for other precedents to support their cause, and develop arguments that defend their client.
- Case Research Handout—This handout will help students to outline important court cases and determine how they would use them in the trial.
Prosecutorial Team—These students will be making an argument for the plaintiffs in front of the Justices. During the research period, the prosecutorial team will study the provided court cases, search for other precedents to support their cause, and develop strong evidence-based arguments.
- Case Research Handout—This handout will help students to outline important court cases and determine how they would use them in the trial.
Journalists—Students who take on the role of journalists can research the background of relevant court cases and conduct interviews with other students involved in the simulation. As assessment, they will have to submit newspaper articles about the case.
- Journalist Interview Preparation Handout—This handout will help students to prepare questions for each of their interviews based on the person’s individual role.
Marshal of the Supreme Court—This role will be played by the instructor. This gives you the power to oversee the proceedings of the court and keep the classroom in order during the simulation.