THE AMERICAN JURY SYSTEM: A CASE STUDY

 

Teacher's Name: Kathy Vick-Martini

Grade Level: High School

Curriculum Content Area: Social Studies

Time Frame: 2-4 class hours

 

Unit Overview

Students read selected background material on the Sheppard murder case and discuss the assigned readings in class. Activities include analyzing a political cartoon and a primary source document, writing and delivering a closing statement, and developing a timeline of the various court decisions made in the Sheppard case. Students will explore Internet sites for additional information about the recent lawsuit filed against the State of Ohio by Sam Sheppard, Jr. and will use this information, in combination with the background material, to write an editorial discussing whether the American jury system "works".

 

Objectives:

·          To identify the basic structure and function of the dual court system

·          To determine the strengths and weaknesses of the jury system

·          To assess the effectiveness of the jury as an instrument of justice

 

Standards Addressed:

Technology:

A. 12.3: Use a computer and productivity software to organize and create information. (#3,#8)

B. 12.2: Develop information-seeking strategies. (#1,#5)

B. 12.3: Locate and access information sources. (#2, #7)

B. 12.4: Evaluate and select information from a variety of print, non-print, and electronic formats. (#1)

B. 12.6: Interpret and use information to solve the problem or answer the question. (#1~3)

B. 12.7: Communicate the results of research and inquiry in an appropriate format. (#1, #2, #4)

D.12.1: Participate productively in work groups or other collaborative learning environments. (#1,#2,#6)

 

Social Studies:

B. 12.1: Explain different points of view on the same subject using data gathered from various sources.

B. 12.2: Analyze primary and secondary sources related to a historical question.. .and come to a

reasoned conclusion.

C. 12.5: Analyze different theories of how governmental powers might be used to help promote liberty,

equality, and justice, and develop a reasoned conclusion.

C. 12.8: Locate, organize, analyze, and use information from various sources to understand an issue of

public concern, take a position, and advocate the position in writing and debate.

C. 12. 10: Evaluate the ways in which public opinion can be used to influence and shape public policy.

 

Resources/Equipment Needed:

·          Background material on the Sheppard murder case (Lessons #144)

·          Internet access for research

·          Word Processor with editing functions

·          Microsoft Word Toolbar

Related Websites: Numerous websites can be accessed by using the keyword SAM SHEPPARD
Procedure:

 

 

 

Lesson #1 Activities:

 

1.      Read the lesson and discuss the impact of pre-trial publicity on potential jurors.

2.      Analyze the political cartoon in the handout. Answer questions #1-3 together.

3.      Divide the class into small groups and ask them to develop a political cartoon from the defendant's perspective (question #4). Ask each group to share its final product with the class.

4.      As an optional assignment, ask students to find other examples of pre-trial publicity in the 1954 Sheppard case, using Internet and other sources.

 

Assessment/Evaluation Of Lesson #1:

 

In evaluating students' political cartoons, look for the following:

·        The cartoon clearly reflects the defendant's point of view.

·        The message is creative.

·        The cartoon is attractive.

 

 

Lesson #2:

 

1.      Read the lesson.

2.      Divide the class into groups and assign a prosecution or defense closing to each group.

3.      Ask volunteers from the various groups to deliver their group's closing argument to the class.

4.      Hold "jury deliberation" in class, following the closing arguments by each side.

5.      Discuss the major strengths and weaknesses of the prosecution and defense cases in the 1954 trial (questions #1-3).

6.      As an optional assignment, ask students to find the actual closings that were delivered to the jury in 1954, using Internet and other sources.

 

Assessment/Evaluation of Lesson #2:

 

In evaluating the closing arguments, look for the following:

·        The closing has an introduction, body, and conclusion.

·        The body contains at least three key arguments.

·        Each argument is well developed.

·        The closing has emotional appeal.

Procedure, Continued

 

 

 

Lesson #3:

 

1.      Read the lesson and analyze the primary source document (questions #14). Discuss the impact the laboratory work card might have had if the jury had been able to see it.

2.      Review the dual court system and discuss the decisions made in the state and federal courts of appeal.

3.      Using a word processor, ask students to write a Letter to the Editor supporting or opposing the court's decision regarding Dr. Sheppard's appeal of the 1954 verdict (question #7).

 

Assessment/Evaluation of Lesson #3:

 

In evaluating the Letter to the Editor, look the following:

·        The student states a position and supports it.

·        Supporting evidence is accurate.

·        No errors in spelling or grammar.

 

 

Lesson #4:

 

1.      Read the lesson and discuss questions #1-3.

2.      Using the Internet, ask students to research the current status of the civil suit for wrong imprisonment.

3.      Using the Draw Toolbar in Microsoft Word, ask students to construct a timeline illustrating the various court decisions in the Sheppard case, from 1954 to present (question #4). See attached assignment sheet with specific directions.

4.      Ask students to write an editorial discussing whether the American jury system works (question #5).

 

Assessment/Evaluation of Lesson #4:

 

In evaluating the timeline assignment, see the attached key.

In evaluating the editorial, look for the following:

·        The student states a position and supports it.

·        Supporting evidence is accurate.

·        No errors in spelling or grammar.