1. Before class go to http://streetlaw.org/mockt2.html (the
Street Law web site) where the mock trial information
for Ricki Jones v. Metro City is found and download
pages 1 – 4 up to but not including the case
law. Make a copy of this for each student.
Begin the class by reviewing with the students what the
of the legal brief are. The first sections are the
of the case and the issues of the case.
Give the students the copies of the Ricki Jones v. Metro
City case which
contains the facts of the case and the issues
of the case. Have the students carefully read this individually,
making note of any information which seems pivotal to the
In a short class discussion go over the facts of the
case which both parties have agreed are accurate.
students to participate to do a verbal check for knowledge
on the basic concepts of this case.
Divide the class into four groups (or however many even
works best for the size of your
There will be a lot of information to read and analyze
case. Half of the groups will be doing research to
find appropriate facts which will back up an appeals
for the defense
and half will be doing the same for the plaintiff.
So you will
be telling half the groups that the defendant won and
the other half that the plaintiff won.
Give the groups time to meet to discuss their side of
the case, to read
the tort actions, and to devise
that could be made for their appeals brief.
Take the students to the computer lab (for approximately
days) and have them go to http://streetlaw.org/mockt2.html . This is the web site for the mock trial of Ricki
Jones v. Metro City. Direct the students to the
In it are
thirty some pages of cases with related themes
and their outcomes, witness statements, and publications
to the case.
Each group needs to assign different members to
analyze, and take notes on the documents of the
for anything that can be used in their appeals
brief to create
a strong argument for their side.
Students who finish early with this initial web site
should be encouraged
to go to other areas
to see what else they can learn about the judicial
surf other legal web sites to find more legal
precedents. After they are done with the legal research
students need to
visit other web sites that have information on
water quality information, or other pertinent
environmental health aspect of this case that
could be used to bolster
their group’s argument.
At the end of the second day remind the students that
will be writing an appeals brief in
the next lesson.
as a class to brainstorm on what features an
effective argument or a persuasive document
each student to
look at what information he or she found to
contribute to the group’s
legal brief and to consider how it might fit
into the bigger picture.
During the first two short class discussions check to
see that students are participating and verbally demonstrating
an understanding of the previous days’ lessons by
knowing the parts of the legal brief and by demonstrating
an understanding of the facts and issues of the case through
thorough reading. Also observe how actively each student
participates in the research and perhaps goes beyond the
information on the initial web site. Check each group’s
work to see that each student has pertinent information
that will be useful in writing an effective legal brief
to appeal the group’s side of the case.
None is necessary.