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9th, 10th Grades  Project 4 weeks

History in the Hot Seat: Trial Tales

Riley S
L.9-10.2
L.9-10.1
L.9-10.3
L.9-10.4
W.9-10.1
+ 15 more
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Purpose

This project aims to immerse students in a dynamic learning experience where they critically evaluate historical figures or organizations through the lens of contemporary ethical standards. By engaging in research, debate, and mock trials, students develop essential skills in argumentation, critical thinking, and effective communication. The project fosters a deeper understanding of justice and accountability, encouraging students to reflect on diverse perspectives and the impact of rhetorical strategies on public discourse. Through hands-on activities and community engagement, students gain a sense of identity and belonging while honing their academic and personal growth.

Learning goals

The learning goals for this project include developing students' abilities to conduct thorough research using authoritative sources and evaluate the credibility of information. Students will enhance their skills in constructing and presenting well-reasoned arguments, both in writing and orally, while adhering to standard English conventions. They will also gain a deeper understanding of how historical and cultural contexts influence perceptions of justice and accountability. Additionally, students will cultivate critical thinking by analyzing rhetorical strategies and engaging in reflective practices to understand diverse perspectives and their own biases.
Standards
  • [North Carolina] L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
  • [North Carolina] L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
  • [North Carolina] L.9-10.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • [North Carolina] L.9-10.4 - Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
  • [North Carolina] W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • [North Carolina] W.9-10.5 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [North Carolina] W.9-10.6 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • [North Carolina] RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • [North Carolina] RI.9-10.5 - Analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
  • [North Carolina] RI.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • [North Carolina] RI.9-10.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • [North Carolina] SL.9-10.3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • [North Carolina] SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • [North Carolina] CCR Anchor Standard W.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • [North Carolina] CCR Anchor Standard RL.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Throughout the project, students will create a comprehensive portfolio that includes research notes, argument outlines, peer feedback, and personal reflections. By the end of the project, they will perform a mock trial, presenting their arguments and responding to counterarguments in front of an audience. Additionally, students will write a reflective essay analyzing their trial performance and learning journey. These products will showcase their research, critical thinking, and communication skills developed during the project.

Launch

Begin the project with a dynamic 'Trial by Fire' event where students engage in a role-playing activity simulating a courtroom setting. This immersive experience will introduce them to the trial process, emphasizing the significance of evidence and rhetoric. Follow up with a 'Justice League Symposium' where students collaboratively brainstorm and discuss their initial thoughts on the historical figures or organizations they will research, fostering a sense of community and shared purpose. Conclude the launch with a 'Debate Bootcamp' featuring mini-debates on ethical dilemmas, sharpening their argumentation skills and preparing them for the trial project.

Exhibition

Host a 'Justice in Action' exhibition where students present their mock trials in a courtroom setting, inviting peers, teachers, local attorneys, and community members to witness and evaluate their performances. Each group will showcase their research, arguments, and trial strategies, providing a comprehensive view of their learning journey. The event will include a Q&A session, allowing the audience to engage with students about their findings and the ethical considerations of their cases.