Issue 2Fall 2015

Every educator should love mock trial. It develops students’ skills like reading, writing, public speaking, critical thinking, and confidence. We get to work with amazing students. We all know that. But mock trial is a tough sell sometimes to teenagers. We are asking students, who are often involved in dozens of activities, often working part-time jobs, and with busy social lives, to invest themselves in an activity in which they may only compete once a year. To invest themselves in an activity that could take, as a whole, roughly

2,325 hours in practice and in competition over their career (yes, I had a student calculate that this year—only in Mock Trial), and to take on the load of another AP class (as another one of my students told me this year). Sometimes, when we get the students to come on board, it’s still hard to get them to take the investment all the way. It’s a lot to take on. But the rewards are immense. It’s worth it. When students invest themselves totally in mock trial, there isn’t a single activity in high school that has more to offer them. The key is getting students there and letting students know what rewards they can reap because of their hard work. So, how do the coaches of Westerville North get them there? Here are some strategies we’ve used throughout the past year: • Recruitment is a yearlong process. We put the word out at

the beginning of the year and have the standard informational meetings, but there are a lot of methods we use that work better. The most effective way to bring new students in the mix is through current members. I’m always asking our students to “cheerlead” the program to their friends. We ask teachers to recommend students to us. We even put on a dress rehearsal before competition in the auditorium, so students can see what we are all about and maybe join us next year. We don’t always try to recruit the “best” or “hard-working” students, or even students who are interested in the law. We want students who have a passion for team, who are coachable, and who can get along with one another.

• The concept of “team” is paramount for WNHS Mock Trial.

Throughout the season, the goal is to build the group into a family. When they come to rely on each other, our teams are always most successful. Our students hold work sessions before practice at least twice a week without a coach. While they certainly work during this time, it’s mostly a time to bond. We encourage our

older members to plan social activities with the group, paying special attention to new team members. They always go out to dinner before competition. When students become friends and build a respect for each other, they are more motivated to work hard for themselves and for each other. It’s rewarding to see students from all across the social spectrum come together to create a whole. This family structure is what helps students get through the season, from beginning to end, when the workload is stressing them out.

• Student activity and engagement in practice might be the most

important thing coaches can do to keep students going once they’re in the door. Keeping practice fresh, especially if you’re preparing for state competition after months of working the same case, can be tough. It’s not unusual for us, as for many teams

Mock Trial: The Real Deal for Teachers and Students

By Zach Wilkerson, teacher and mock trial advisor, Westerville North High School

IN THIS ISSUEGet to Know Caitlyn Smith, Mock Trial & Moot Court Program Coordinator ................................2

2016 Mock Trial Case Capsule: State of Harmony v. Riley Green ............................................................ 3

The Cost of Innocence: Law & Citizenship Conference Keynote Speaker: Professor Mark A. Godsey .............................................................4

2015 Law & Citizenship Conference Highlights .....................................................................5

Hard Work & Ice Cream: A Conversation with Justice Judith Ann Lanzinger .................................................6

Teachers Tell Us Why We the People is a Great Fit for the Middle School Classroom ............................10

I’d suspect, to lose some students. This is especially tough with witnesses. So, we take the approach of making sure every student understands the law and the “puzzle” of the case as well as the attorneys do. Everyone reads the case law (not all at once!) and everyone learns the rules of evidence. We have a number of activities designed to teach these concepts along with keeping everyone doing something different. Some teams hold “boot camps” where only new students learn the basics, but we find it more effective to bring older students in to mentor new students and develop relationships that will help new students along when they struggle with some of the concepts throughout the season. We also like to send certain veteran students off with a group and let them do their own thing. This helps increase ownership of the activity for both the veteran and the new member.

• As educators, above all, we invest in our students, believe in them, and give them whatever time we can. I know a lot of teams that have five or six teams (or ten, which is amazing). We would love to field that many teams. But to us, a somewhat smaller group that we can invest in totally is more effective. While we’ve had three teams, and have considered going up to four, even with an expanded coaching staff, we’ve found that the activity is a lot more rewarding for students when we can work with a more manageable number.

• Buy in from the school is important. We ask our school to

acknowledge our students on the marquee outside, to put on announcements, and we’ve even managed to have our students earn varsity letters for their participation. While we never expect to be recognized the way a sports team is, the extra encouragement from the school and the community is key. It’s helpful to invite administrators to competitions, or even practices, so they can see the importance of what we’re doing.

So, what do students get out of mock trial, beyond what’s outlined above? I decided to ask my students. Here are a few of the things they told me: • I understand my rights and my legal recourse now.• I developed public speaking skills for my political career.• I’m confident in what I say, and I can convince people that I’m right more easily.

• Mock trial tests your intelligence, your wit, and your perseverance – skills that are useful no matter what career you intend to pursue.

• It is a community of close knit, active minds, that however different, work together to achieve one goal.

• I loved the opportunity to compete against the best in the world on the national stage.

• Mock trial has fundamentally redefined my critical thinking and public speaking skills to a level that I feel confident speaking in front of anyone.

• I love all the amazing pep talks from the coaches.• The most important part of mock trial wasn’t winning or even gaining confidence. It was meeting all the people along the way. Almost all my close friends come from mock trial.

Mock trial is not about state championships. It’s not about best attorney awards. To me, it’s not really even about the law. As a teacher, it’s about the moments with the students. It’s about watching a student become the witness he is playing. It’s about watching a student deliver her first killer cross-examination. It’s about the opportunity to watch students perform better than they ever thought they could. Westerville North had an excellent season. We were first in the state and tenth in the nation, but what really made the season excellent was all the growth I saw in our students and they saw in themselves. I hope mock trial can do the same for your students, as well.

Get to Know Caitlyn Smith, Mock Trial & Moot Court Program Coordinator

I’m Caitlyn Smith. I was born and raised in Columbus, Ohio. I earned a Bachelor of Arts from Denison University, and a Master of Social Work from the University of Illinois Chicago. I recently moved back to Ohio after seven years working in Illinois. Favorite ice cream flavor: Graeter’s Black Raspberry Chocolate Chip. The most unusual job I’ve ever had: When I was in high school at Fort Hayes Metropolitan Education Center, I worked weekends wearing a rooster mascot costume and walking around the North Market (a farmers’ market in Columbus, Ohio.) It was a strange job, but a lot of fun!

Favorite law-themed movie: “Chicago” – because, how many movies have musical courtroom scenes?!?! Favorite Ohio Mock Trial case: State of Ohio v. Dakota Allen because I learned a lot by reading it! I am especially excited to be the mock trial and moot court coordinator because: I am a proud OCLRE alumna, and participated in several programs when I was growing up. I have always been a fan of the organization. I am looking forward to working with all of our wonderful volunteers, bright students, and dedicated teachers!

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AJ Bryant has attended the medieval fair in Buckeye, Harmony for several years, and is hoping that this year’s archer costume is authentic enough to win the costume contest. AJ is attending the fair with a friend, Sam Jones, who lives near the fairgrounds. As they are walking to the fair, the pair stop at a convenience store and, while inside, AJ causes a disturbance while playing in character with a bow and arrow. The store owner calls the police, and as Officer Green arrives on the scene, he/she finds Sam and AJ arguing in the parking lot. AJ pulls out his bow and arrow, and Officer Green makes the decision to use deadly force to prevent further harm. Officer Green is charged with felonious assault and the case has been bifurcated; the Court will first hear testimony on Defendant’s affirmative defense that the use of deadly force was justified. This case will explore the Fourth Amendment protection against unreasonable searches and seizures as it applies to the use of force by an officer to deter or eliminate the threat of harm to the public and officer. Get your copy of the case by attending the Law & Citizenship Conference, September 20 & 21! A variety of sessions - including the presentation of the 2016 case - relevant to mock trial, civics and government classes will be offered. View the conference schedule here.

Mark your calendar for the following 2016 Ohio Mock Trial competition dates!

District Competition: January 29

Regional Competition: February 19

State Competition: March 10 – 12

As always, we thank the case committee members for their dedication to this year’s case. OCLRE couldn’t do it without you! Gerrod Bede, Esq. Organ Cole LLP Paul Cox, Esq., Paul Cox Law Office Drew Dennis, ACLU Ohio Stephanie Graubner Nelson, Esq., Supreme Court of Ohio Bob Hart Esq.Jon Hsu, Esq., Ohio Environmental Review Appeals Commission*Laura Jurcevich, Esq., Perez & MorrisKara Keating, Esq., Franklin County Prosecutor’s OfficeJoyce Martin, Esq.Julie Lindstrom, Esq. Ashon McKenzie, Esq., Ohio Attorney GeneralJoe Neff, Esq., City of Cincinnati Solicitors OfficeDiana Ramos-Reardon, MPA, JD, Supreme Court of Ohio Colleen Rosshirt, Supreme Court of Ohio Adam Schira, Esq., Dickinson WrightJeremy Young, Esq., Roetzel & Andress**Co-Chair

Special thanks to:Special thanks to the University of Dayton students who served on the case committee: Gurjot Kaur, Sean Kenny, Ethan McNemar, Kailey Ruggiero, Kristy Shoeck, Sydney Skidmore, Nikita Srivastava

Editor’s Note: An article published in the previous edition of Reporter (“Historic Firsts, Old and New, in the Courts,” by Pierce J. Reed, Winter 2015, p. 9) indicated that “...U.S. District Court Judge Benita Y. Pearson became Ohio’s first female federal judge later that year [2010].” The sentence should have read “… U.S. District Court Judge Benita Y. Pear-son became Ohio’s first African-American female federal judge…” OCLRE extends its thanks to Magistrate William Vodrey, Cleveland Municipal Court, for catching the error and bringing it to our attention.

2016 Mock Trial Case Capsule: State of Harmony v. Riley Green

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On November 21, 2014, Ricky Jackson took his first steps outside as a free man in almost four decades. With a smile on his face, 57 year old Jackson re-entered a world that barely resembled the one he left at the age of 18, when he was sentenced to death for a murder he did not commit. His sentence was later commuted to life without parole, and was finally overturned completely when the prosecution’s only witness against him, a then 12 year old boy, wrote a letter to say that

he was pressured by the police to give false testimony. Mr. Jackson carries the dubious distinction of being the longest serving person to be exonerated in U.S. history, after serving 39 years in prison. The judge dismissing the case remarked that “Life is full of small victories, and this is a big one!” Mr. Jackson was aided in his struggle by the attorneys and students of the Ohio Innocence Project (OIP) at the University of Cincinnati College of Law. Since it was started in 2003, OIP Director and Co-Founder, Professor Mark A. Godsey has led his team to successfully secure the release of twenty-three wrongfully convicted individuals, with additional cases currently in progress.

In 2005, OIP scored its first victory with the parole of Gary Reece, a man who was convicted in 1979 of rape and attempted murder. Professor Godsey and his team helped convince the Ohio Parole Board to unanimously approve Reece’s parole after he served 25 years in jail based almost solely on the uncorroborated testimony of a witness with a history of self-mutilation and mental illness. At the time of his parole, Reece had another 50 years remaining in his 75 year sentence. The stories of individuals like Mr. Reece and Mr. Jackson are cause for celebration, but they must also serve as reminders of the staggering human cost of a wrongful conviction. According to the National Registry of Exonerations, 1,625 wrongfully convicted individuals have been freed since 1989, with the number growing each day. It is impossible to predict with any certainty how many individuals are serving time for crimes they did not commit, but estimates of wrongful convictions for violent felonies range anywhere from 1-5%. If even 1% of the individuals currently serving in U.S. prisons are, in fact, innocent, this would mean there are 22,000 wrongfully convicted individuals incarcerated. Whether you believe these numbers represent a significant problem with our criminal justice system, or that they are simply unfortunate flukes, it cannot be denied that the work done by Professor Godsey and his team is indispensable.

The Cost of Innocence: Law & Citizenship Conference Keynote Speaker Professor Mark A. Godsey

OCLRE Announces Award Recipients

Lori Urogody Eiler Award for Mock Trial Coaching ExcellenceFor 13 years, Chuck Jarrett has volunteered as the legal advisor to the Orange High School mock trial teams. Orange High School teacher Dave Chordas said of Jarrett “…[M]ore important than awards are the life skills our students learn from a dedicated mentor like Chuck. [He] is largely responsible for inspiring our students to think analytically, to prepare, and to strive for excellence.”

In her nomination letter, a former Orange High School mock trial student, now a J.D. candidate, wrote, “Though I only worked with Mr. Jarrett for my junior and senior years of high school, I still view him as a professional adviser, which I believe demonstrates the value he puts in[to] his relationships with students.” Jarrett is Progressive’s Chief Legal Officer, a position he has held since joining the company in November 2000.

Founders’ AwardMary Groth has coordinated Cuyahoga County District and Regional Ohio Mock Trial competitions for more than 15 years. A major undertaking in and of itself, in addition to coordinating the county’s district and regional competitions, she manages a number of other outreach programs for Cleveland Metropolitan Bar Association (CMBA), including the Cleveland Mock Trial Competition, the “3R” program, the

Cleveland Homeless Legal Assistance Program, Books for Kids, Volunteer Lawyers for the Arts and the Pro Bono Bankruptcy Project. In their joint nomination letter, Cleveland Metropolitan Bar Foundation (CMBF) President Hugh McKay and CMBA/CMBF Executive Director Rebecca Ruppert McMahon wrote: “Mary truly stands as an inspiration to all those who work in the community engagement space. Absent Mary’s commitment to public outreach, her engagement of a broad spectrum of stakeholders and volunteers, and her passion for changing lives one person at a time, the CMBA would not have accomplished all that it has.” Ms. Groth is Director of Development & Community Programs for the Cleveland Metropolitan Bar Association. Mr. Jarrett and Ms. Groth will accept their awards on September 21 at the OCLRE Law & Citizenship Conference in Columbus.

On behalf of the Ohio Center for Law-Related Education and its Board of Trustees, it is a pleasure to announce the 2015 recipients of OCLRE’s highest honors.

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by Ryan Suskey, Dirctor of Professional Developement and Programs.

As the new school year begins, OCLRE is excited to bring you another year full of interesting programs and learning opportunities. Join us for our first event of the 2015-2016 school year, the 25th Annual Law & Citizenship Conference. Featured sessions include: Sunday September 20• Teacher Ambassadors from the Ashbrook Center will speak with teachers about the 50 Core Documents and best practices in teaching American History and Government. Ashbrook will lead a session packed full of resources and ideas to enhance the way you immerse your students in the study of our nation.• Reenactors from the 502nd PIR Company B – 101st Airborne will present living history displays and talk about their classroom resources. The company was formed for the educational purpose of bringing to life the history and experience of the United States Airborne Soldier from 1941-1945.• Ever wondered what makes a winning mock trial team? A panel of

experienced mock trial judges will discuss what they look for in choosing a winner, and take questions from the audience.

• Rebecca Favorito, a scholar from The Ohio State University, will discuss the enduring legacy the Magna Carta has had on American Government as we celebrate the 800th birthday of the Great Charter!

Monday September 21• Instructors from the Ohio Peace Officer Training Academy will

present on the 4th Amendment to the United States Constitution and how it informs training police officers receive at the academy. Get a head start on this year’s high school mock trial case by hearing from the experts!

• Ever wondered how a case makes its way from common pleas to Ohio’s court of last resort? Judge Patrick Fischer of the First Appellate District of Ohio will speak about Ohio’s appellate process and how it compares with and overlaps with the federal appellate process.

• To follow on Chief Justice Maureen O’Connor’s session last year about proposed judicial elections reforms, Professor John C. Green of the Ray C. Bliss Institute of Applied Politics at the University of Akron will speak about the findings of the 2014 Ohio Judicial Elections Survey.

• Ohio recently launched the first-ever state specific branch of Justice Sandra Day O’Connor’s iCivics website. Hear from iCivics Ohio about the new resources available to Ohio teachers, and how implement its lessons in the classroom.

2015 Law & Citizenship Conference Highlights

Funds Available for Teacher PD, Student ParticipationAttention teachers in Montgomery, Hamilton, Butler, and Franklin Counties: Grant funding is available to help your school tackle the challenge of OCLRE programs as part of the 2015-2016 Fellowship Class. Fellowship teachers will receive funding and profes-sional development to lead their students through Mock Trial, Moot Court, We the People, Project Citizen or Youth for Justice. Limited to teachers who have not previously implemented an OCLRE program. Interested teachers should contact Ryan Suskey at rsuskey@oclre.org for application and details.

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By Kate Strickland, Deputy Director

This spring, I had the privilege to sit down with Justice Judith Ann Lanzinger of the Supreme Court of Ohio to talk about her distinguished tenure as a member of the judiciary, and her educational and professional roots as a teacher. During our hour-long conversation, Justice Lanzinger shared her insights from experiences at all four levels of the state judiciary, her hopes for improving public understanding of the judicial system, and how the teacher in her is still very much alive and active.

Early Influences “What do you want to be when you grow up?” is one question that middle and high school students are used to hearing and often confident in answering. I asked Justice Lanzinger how she would have answered when she was a student, and if there was a connection between her answer then and the path she’s taken.

“When I was growing up, the career options presented to young women were few: teacher, nurse, secretary.” As a young girl growing up in Toledo, Ohio, Justice Lanzinger enjoyed school and remembers fondly Sister Virgilia, her seventh grade teacher and Sister Lucilla, her high school English teacher. Both nuns challenged and encouraged her interests in reading, writing, and grammar. Their influences no doubt inspired Justice Lanzinger’s decision to major in education and English at the University of Toledo.

Following graduation, Justice Lanzinger taught elementary school in Toledo. At a party one summer to celebrate a friend’s bar passage, she had a conversation that would inspire her to embark on a new journey. She was told you did not need “pre-law training” to go to law school and that a bachelor of education degree was enough to start legal studies. Soon after, she enrolled in the University of Toledo College of Law, where she – the first in her family to attend college – would ultimately graduate as valedictorian of her class.

Experience at Every LevelJustice Lanzinger has the distinct honor of being the only person in Ohio elected to all four levels of the state judiciary. I asked her to share a bit about her experiences. “Different skills are called for at each level,” she remarked. • Municipal Court – Justice Lanzinger served as Toledo Municipal

Court Judge from 1985-1988. She recalls her time spent on the municipal court bench as giving rise to some of the most entertaining stories

“Most cases involve lesser offenses and there is the opportunity to help people, particularly first-time offenders.” Unfortunately, however, seeing people over and over again is not uncommon and “takes a lot of patience.”

• Common Pleas Court – Justice Lanzinger served the longest (14 years) at this level of the judiciary. She sat on the bench of Lucas County Common Pleas Court from 1988-2002. She enjoyed jury

trials and explained how being a trial court judge is part ring-master, part teacher. “I liked the responsibility and accountability of making sure the courtroom was in good order, and ensuring that proper procedures were followed in the best interests of all involved.”

Keeping such order and balance was especially important knowing that everything – from testimony to procedure – would be reviewed if a case was appealed. And certainly cases were appealed. During her time on the Lucas County Common Pleas bench, the justice oversaw 12 death penalty cases and more than 200 jury trials.

• Court of Appeals – Prior to her election to the Supreme Court of Ohio, Justice Lanzinger served as a Sixth District Court of Appeals judge from 2002 - 2004. “I enjoyed the academic nature of this work, where there is leisure of examining the law to a degree not possible at the trial level.” It was also the first time for the justice to collaborate with other judges in deciding cases. (Judges in Ohio’s courts of appeals sit on three-judge panels. To prevail, a party generally must persuade at least two of the three judges to agree in the party’s favor.)

• Supreme Court of Ohio – Justice Lanzinger was first elected to the state’s highest court in 2004, then re-elected in 2010. With a broad smile, the justice said of her job that it is “like eating ice cream every day. The variety of cases and well-prepared attorneys make my work an especially welcome and rewarding challenge.”

Another Ohio First…The Honorable Joshua Lanzinger was appointed by Governor John Kasich in September 2013 to serve as a judge on the Toledo Municipal Court. He won the general election that November to retain his seat, with his six-year term commencing on January 1, 2014. Justice and Judge Lanzinger are the first mother-son duo in Ohio to serve together as state court judges. One could assume that Judge Lanzinger was influenced by his mother’s career path, and I asked the justice whether she hopes that her son might one day become an appellate judge.

“I’m very proud of my son and my daughter, who is also an attorney. My son’s strong belief in public service is what ultimately influenced him to be a judge. That is what being a member of the judiciary should be about: public service, not status. The job plays well to his strengths.[Judge Lanzinger] is focused on and enjoying his current position, but down the line, perhaps he may wish to become an appellate judge.”

Ever the TeacherThe judicial branch of government is, unfortunately, often referred to as the least understood branch. I asked Justice Lanzinger what she sees as the most significant gaps in students’ understanding.

“The main cause for gaps in understanding is entertainment television, such as legal dramas and ‘reality’ court shows. The media often highlight only the bad stories – bad teachers, bad judges – which promotes mistrust by the public. [Media] need to get better at highlighting the good. There are 700 judges in the state of Ohio, and the majority of them are good judges.”

Hard Work & Ice Cream: A Conversation with Justice Judith Ann Lanzinger

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Misconceptions about and mistrust of the judicial system are not exclusive to the United States. Justice Lanzinger recalled a time when she was teaching in Russia and was asked how, in the United States, judgments are enforced without an army. “It’s trust. Trust that the system is grounded in fairness and a duty to promote justice. We need to improve public understanding of the judicial system to ultimately improve trust in the system.”

Though her career path changed, Justice Lanzinger continues to teach. She taught trial practice for 18 years at her alma mater, the University of Toledo College of Law, and teaches at the Ohio Judicial College and the National Judicial College, where she has taught since 1990.

The justice said that she especially enjoys tailoring her teaching to incorporate diverse learning styles. Whether teaching ethics, incorporating a law and literature approach for kinesthetic learners (sound familiar, Middle School Mock Trial teachers?), or an evidence class for visual learners and technology lovers, Justice Lanzinger finds that “teaching in this way allows for more organic discussion and decision-making.”

In 2010, Justice Lanzinger started her blog – “Justice Judy” – as a means to fulfill the obligation under the Ohio Code of Judicial Conduct, that ‘a judge should initiate and participate in activities for the purpose of promoting public understanding of and confidence in the administration of justice,’ 1.2 (Comment 6).

It is no secret that, with fingertip access to technology, young people as well as adults tend to seek and gather most of their information from online sources – for better, or often, for worse. The blog provides a safe forum in which the justice can provide unbiased and accurate information, and interact with young people via the moderated comment section.

Five WordsSo, what advice would Justice Lanzinger give to young people interested in pursuing a career in education or law? Her answer was immediate and succinct.

“Five words: listen, read, think, write and speak. It is critical to read and inform oneself, process ideas and get other perspectives before ‘output’ through writing and speaking.”

Sage advice for young people living in an instant-access world that, despite technological advances to connect people, has in certain ways disconnected thought from speech and action. Teachers, present your students with this five-word challenge and encourage them to listen, read, and question what they know and learn about the judicial system. You may be the one who inspires the next great teacher, or even a future Supreme Court justice.

Teachers can use the Justice Judy blog to prompt classroom discussion and encourage their students to submit questions about the justice system.

State-of-the-Art Civics Education Tools Now Available To Ohio TeachersBy Caroline Elbert, Graduate Research Fellow at the John Glenn College of Public Affairs at The Ohio State University

Let’s be frank: kids don’t understand government. And they manage to make it out of high school before really grasping this fundamental know-how. This feeds into a larger problem, as a state and as a nation: a generation of young adults who lack the skills of citizenship. The 2015 Nation’s Report Card provides strong evidence that young people and high-school graduates do not appear to be ready for active citizenship, or have even rudimentary knowledge about how our democracy functions. Only 18% of 8th graders are proficient in history, and less than a quarter are proficient in civics, according to the report.

This report card is our canary in the coalmine. So we ask, in light of this rather disheartening assessment, what is being done to prioritize civic engagement in the classroom?

Enter iCivics Ohio: a joint effort by the Capitol Square Foundation, the John Glenn College of Public Affairs at The Ohio State University, and iCivics. This partnership was convened to create free and easy-to-use civics educational content relevant to digital learners. This resource gives access to state-of-the-art digital civic education experiences to every student in Ohio and is the first of its kind in the U.S.

Teachers may already be familiar with iCivics, an organization founded by former Supreme Court Justice Sandra Day O’Connor, and a recipient of the MacArthur Foundation’s MACEI grant. This new partnership—iCivics Ohio—works to create a set of Ohio-specific lessons which both align with Ohio education standards, as well as fill in gaps in the national iCivics curriculum. So far, we’ve created four new lessons targeted to 8th grade students, which can each be taught in one to two class periods, as well as three geography mini-lessons. iCivics lesson plans are extraordinarily user-friendly. Each one contains a step-by-step Teacher’s Guide (including copying instructions), a one to two page reading with lots of pictures and diagrams, a section consisting of two to five learning activities, and a teacher’s key. Some lessons also come with an overhead projection, a paper cutting activity, or a PowerPoint presentation.

Let’s dive in and take a closer look at one of these lessons, entitled “Manifest Destiny.” This lesson teaches not only the concept and

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the history, but also the asks students to analyze historical passages, interpret the elements of a painting and a political cartoon, identify technological advances that took place during the time period, shade areas of a map, and compare/contrast the modern era with the expansionist era.

After a brief anticipation activity, the teacher has the class quietly read eight paragraphs, each of which is complemented by a map, document, drawing, or photograph. Next, the class comes together to do two informal assessment activities in which students identify whether a sentence belongs in modern times or in the Manifest Destiny Era. The second half of the anticipation activity is a continuation of this idea, but in True/False format. The class answers both these activities as a chorus.

Next come five engaging individual activities. Students remain seated for all of them.1) First, a map activity in which students shade a U.S. map with newly

acquired territory from 1783 to 1853. This helps demonstrate the pattern of expansion over time.

2) Second is a short matching game. Students identify technological advances that helped the U.S. expand so quickly. For example, the telegraph was the fast new way to communicate rather than mailing written letters.

3) Third, students read three short passages from historical documents and decipher meaning from the authors’ word choices.

4) In the fourth activity, students analyze a satirical political cartoon and identify visual devices the illustrator uses to sway readers.

5) Last, students analyze John Gast’s famous “American Progress” painting, looking for story telling elements as well as searching for details that convey the values and attitudes of the early settlers.

Throughout this lesson, there are numerous opportunities for students to connect to the people and politicians of the time, and to proverbially “walk in the shoes” of these early Americans. They get to add “thought bubbles” to the characters in the painting, and draw in objects that a modern settler might want for the westward journey. They think critically to detect bias that might be evident in a historical writer’s excerpt. Analysis, empathy, and critical thinking skills are just some of the tools in the toolbox of tomorrow’s actively engaged citizens.

Justice Sandra Day O’Connor and Senator John Glenn wrote in their joint Wall Street Journal Op-Ed, “[W]e must put… emphasis on civics

and social studies or we risk excluding students forever from our democratic process and leaving them completely ignorant of how our governmental processes works.” This is the problem that iCivics Ohio has set out to correct. We want more actively engaged young people, we want to increase their understanding of the fundamental workings of our government, and we want them to participate in the political processes that surround us all.

If you haven’t already, check out the new Ohio-specific portal on the iCivics website: www.icivics.com/teachers/OH. Explore these four new lessons and three mini geography lessons. Each Ohio-specific lesson icon is stamped with a red Ohio symbol, for easy identification. Plan to implement iCivics Ohio into your fall curriculum, and encourage your colleagues to do the same. Help us address the challenge of getting young minds to be civically engaged.

American Progress by John Gast (1872) Photo credit: https://en.wikipedia.org/wiki/Mani-fest_destiny#/media/File:American_progress.JPG (This image is in the public domain)

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Update: Cases To WatchIn the last edition of Reporter, we told you about an Ohio case State v. Clark that was scheduled for arguments before the Supreme Court of the United States. You may remember that this case centered on whether mandatory reporters (such as teachers) are acting as agents of the police when they speak with a student about suspected abuse, and whether or not statements made to a mandatory reporter are “testimonial” triggering the Confrontation Clause of the Sixth Amendment.

Since our last edition, the Supreme Court has ruled in a unanimous decision to reverse the Supreme Court of Ohio. You can read more about the decision and a thorough explanation of the legal issues involved at the Legally Speaking Ohio blog, run by Professor and former Ohio state court of appeals Judge Marianna Bettman of the University of Cincinnati School of Law.

Interested in hearing from the author? Judge Bettman will be a featured speaker at this year’s Law & Citizenship Conference on Sunday, September 20, 2015. Hear Judge Bettman and Ohio Resource Center’s Dan Langen discuss two recent Ohio Supreme Court Cases and how they can be studied and analyzed in the classroom. Don’t miss this chance to keep your students in the loop about Ohio law. Visit www.oclre.org/programs/LnC for more information or to register!

The Honorable Robert Cupp – Representative Cupp (formerly Justice Cupp, Supreme Court of Ohio) has regularly judged the We the People competition (state and national), as well as the Ohio Mock Trial state finals. He and his wife, Libby, a retired educator, are long-time supporters of OCLRE and past recipients of the OCLRE Founders’ Award.

Diana Ramos-Reardon – A loyal member of the OCLRE volunteer family, Diana is a long-time member of the Ohio Mock Trial case committee and also served a number of years on the Youth for Justice planning committee. Additionally, Diana regularly volunteers to judge Mock Trial and Youth for Justice. Diana is Domestic Violence Counsel at the Supreme Court of Ohio.

Mike Hendershot – Mike played an integral role in the startup of OCLRE’s Moot Court program and remains very involved to date, serving on the case committee and as a competition judge. Mike is Assistant Section Chief of Appeals for the Office of the Ohio Attorney General.

Steve Tilson – Steve is a regular, smiling presence at many OCLRE culminating activities, including the We the People state competition, Mock Trial competitions, and the Youth for Justice Summit. Whether on the front lines serving as a judge, or behind the scenes willing to offer feedback for improvement, Steve is thoughtful and genuine. Steve is with the firm Hottenroth, Garverick, Tilson & Garverick, based in Galion, Ohio, and is a past president of the Ohio State Bar Foundation. Oh – and in his spare time, he plays guitar and sings in a band.

Jon Hsu – Jon does it all: Mock Trial, Middle School Mock Trial and We the People. He serves as serves as Co-Chair of the Ohio Mock Trial case committee and, if you’re a “mocker,” you’ve seen him starring in the Mock Trial Case Capsule video. Jon is Program Administrator for the Environmental Review Appeals Commission. Vicky Unger – Vicky is always among the first in

line to volunteer for an OCLRE program. Often she is doing crucial behind-the-scenes tasks that ensure participants have a good experience, like timing We the People hearings or facilitating during the Mock Trial competition (to ensure competition judges make it to the right courtroom on time and that trials run smoothly and on time). Vicky is willing to do whatever is necessary to offer assistance. Vicky is Executive Director of the Ohio Jury Management Association.

BethAnn Hullinger – BethAnn is energetic, enthusiastic and loves working with students. She has volunteered for nearly every OCLRE program.

Rachel Wilson – Rachel always wears a genuine smile and is willing to help whenever needed. Rachel brings the experience and perspective of both teacher and attorney, and easily relates to students. Rachel is Program Director for the Law & Leadership Institute, LLC.

Ed Krauss – Ed is a loyal and enthusiastic We the People and Youth for Justice judge. Ed is a mediator with 20+ years experience and currently works for Dispute Resolution, Inc.

Peter Zawaly – Peter is kind, fair and experienced. He volunteers for nearly every OCLRE culminating activity, including Mock Trial, Middle School Mock Trial and Moot Court. Peter is Of Counsel for the Price Law Firm, LLC.

Georgia Lang – Georgia helped establish the literature-based Middle School Mock Trial program. She has lent support to the program in so many ways, including as a teacher/advisor, leader of professional development and as a judge. Georgia is retired from Columbus Public Schools.

Extraordinary Volunteers We could fill volumes honoring the thousands of volunteers who give their time and expertise to support students involved in OCLRE programs. Dedicated. Selfless. Kind. Those are just a few words that come to mind when thinking about our volunteers. Whether your name is listed here, or perhaps in a future edition, please know that you and your contributions are valued by many – including OCLRE. Thank you!

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By Tim Kalgreen, program coordinator

“Engage the students.” “Keep the process student-centered.” “Provide authentic assessment.” These phrases are familiar to teachers, but finding the ideal curriculum or academic program isn’t easy. The We the People program has it all. The program teaches students about the U.S. Constitution, Bill of Rights, Declaration of Independence and other founding documents. Students work together to study and discuss the history, philosophies, relevance, and changes in these documents.

Two teachers who have been implementing We the People for a combined 22 years share their thoughts about the program and how it has benefited their students throughout the years. Phil Hammer is a teacher at Sycamore Junior High School in Hamilton County. Mike Browning is a teacher at Gahanna Middle School South in Franklin County. Mr. Browning was named the American Lawyers Alliance National Teacher of the Year in 2014.

What made you get involved with We the People? How long have you been participating?PH: My department head had been to a social studies conference with a fellow colleague and was looking for someone that would start up the program to promote the civics and curriculum within the history department. After listening to them share their experiences at the conference, my colleague and I took it up. This will be my 14th year participating in We the People. MB: I read about We the People on line, was interested and signed up for the workshop. This will be my 8th year competing in We the People. Originally only my accelerated students participated, but now my regular classes do We the People as well.

What do your students get out of participating in the program, both educationally and socially?PH: Working closely in teams and designating jobs is a huge benefit. Mostly my students tell me that the speech writing, research, and public speaking is the most valuable (aside from the most obvious content of history). Since writing and speaking is another way to deeply think, critical thinking and forming arguments are key. MB: Educationally, my students gain reading and writing skills, public speaking skills, and critical thinking skills. Socially, they improve collaborative skills, the opportunity to receive constructive criticism and advice from local attorneys, and the opportunity to compete.

Do your students enjoy it?MB: My students absolutely love We the People because we can tailor it to their ability level so it is challenging and it allows them to put their knowledge of the founding documents into a real life application. We the People is the favorite unit for the majority of my students in our curriculum.PH: My students love We the People and wish our high school would start it up. It would be great to continue it at that level.

What keeps you teaching We the People?PH: I have found no better source of curriculum that is better at teaching the founding principles of our country and our

Constitution than We the People. So many students continue to show up with little or no understanding about how our country was formed and what our Constitution says. The knowledge and application this program gives students is fundamental to a successful and thriving society. When students are able to articulate the arguments surrounding the Constitution and the Bill of Rights, where our Founders got their ideas, and the history that brought them to 1776, our future will be a better place.

MB: I feel that We the People brings the Constitution and founding documents to life by integrating real life questions and current issues. It also fits perfectly with state standards and focuses on research skills, higher level thinking skills, reading and writing skills, collaborative skills, and public speaking skills.

What makes this program educational? MB: We the People fits perfectly into the 8th grade American History curriculum. As mentioned before, it hits skills students need to learn like collaboration, critical thinking, application of reading and writing in the content area, and public speaking opportunities.PH: This is one of the best things educationally we do. More valuable than spelling bees, geography bees, choir trips, school plays, etc. Students learn about our country’s history, legal cases, founding principles, values, and primary document writings of how [our country] came to be. This is one of the most important tasks we can instill in our children.

What do you want teachers who aren’t participating in We the People to know about the program?PH: For those teachers [who] don’t do this program, I would say that We the People fits perfectly into the already existing curriculum. Despite the fact that there is so much more to cover in the year than what is outlined in We the People, the foundation of a lot of 8th grade curriculum is in sync and should be used in conjunction with normal curriculum. MB: We the People is the perfect supplement when teaching the Constitution. It will also fit every aspect of the standards and it is a way to bring positive attention to your history class. On top of all of this, your students will really enjoy We the People.

Middle and high school teachers can learn more about We the People by attending professional development on Saturday, October 10 at the OCLRE office in Columbus. Information can be found at www.oclre.org/professional-development or contact Tim Kalgreen at tkalgreen@oclre.org or 614-485-3515.

Teachers Tell Us Why We the People is a Great Fit for the Middle School Classroom

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Bob Priest (Van Wert High School) was named 2015 American Lawyers Alliance Teacher of the Year, and accepted his award at the ALA Annual Meeting this summer. Congratulations, Bob - and thanks for all that you do to help young people learn and appreciate what it means to be an active, engaged citizen!

Bob – now principal at Van Wert High School – taught American Government and implemented We the People in his classes for more than 15 years.

The Ohio Center for Law-Related Education is grateful to the following individuals and organizations for their kind and generous support of our mission to partner with teachers to bring citizenship to life. Donations listed were given between August 1, 2014 and July 31, 2015. Often times, parents recognize teachers who have made a difference in their children’s lives. Congratulations and thank you!

Congratulations Bob!

Thank You, Donors!

SponsorsSupreme Court of OhioAttorney General of OhioOhio State Bar AssociationAmerican Civil Liberties Union of Ohio Foundation

Corporate & Charitable FundersOhio State Bar FoundationAmazonSmile FoundationKrogerTechSoup

$1000 or moreAnonymous Columbus Bar Association Alliance

$500 - $999Rick DoveLisa EschlemanThomas E. FriedmanDan HilsonMarion Smithberger

$300 - $499Pierce Reed

$200 - $299John Quinn

$100 - $199Douglas BuchananSteven DautermanJoseph & Robin HegedusWilliam M. Owens

$50 - $99The Columbus Foundation Karyn JusticeGeorgia LangDennis LyleOhio State Bar Association Staff Diana Ramos-Reardon

$26 - $49Pepper BatesPamela Vest BoratynJonathan Hollingsworth

Up to $25AnonymousMichael BorowitzShirley CochranElizabeth DeeganCarla F. Johnson, in honor of Lakota East High SchoolTim Kalgreen

In-Kind Contributions Capital University Law SchoolColumbus Public LibraryColumbus State Community CollegeGrange Audubon Ice Miller, LLPJohn Carroll UniversityOhio Attorney GeneralOhio ChannelOhio State Bar AssociationPorter, Wright, Morris & Arthur, LLPSupreme Court of Ohio

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SEPTEMBER19 – Mock Trial professional development20 – Law & Citizenship Conference21 – Law & Citizenship Conference

OCTOBER10 – We the People professional development24 – Youth for Justice/Project Citizen professional development

NOVEMBER4 – Middle School Mock Trial professional development17 – Ohio Government in Action18 – Ohio Government in Action

DECEMBER8 – Moot Court professional development

JANUARY22 – We the People High School Competition29 – Mock Trial District Competition

FEBRUARY19 – Mock Trial Regional Competition

MARCH10 – Mock Trial State Competition11 – Mock Trial State Competition12 – Mock Trial State Championship

APRIL14 – Middle School Mock Trial State Showcase15 – Middle School Mock Trial State Showcase22 – Middle School Mock Trial State Showcase

MAY4 – Youth for Justice/Project Citizen Virtual Summit13 – We the People Middle School State Showcase20 – Moot Court Competition

Schedule of Events

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P.O. Box 16562Columbus, Ohio 43216-65621700 Lake Shore DriveColumbus, Ohio 43204614-485-3510Toll free 877-485-3510www.oclre.org