This scripted mock trial includes ideas for pre and post mock trial activities.
Civics Lessons
Lesson Topic: Judicial Branch
Goldilocks vs. the Three Bears
Krabbs v. Plankton Mock Trial
Students learn about the different roles and responsibilities in a court by participating in a mock trial.
The Problem of SpongeBob RoundPants
This short scripted mock trial for grades 4-6 involves SpongeBob suing Abercrombie and Fish for pants that don’t fit. Scripted parts allow the trial to move quickly to jury deliberations during which the student jurors actually decide the verdict of the case.
Yertle the Turtle Mock Trial
This mock trial exposes students to the mechanics of a jury trial, and stresses the importance of functioning as a juror.
Interpreting the Law
Students learn why laws need to be interpreted by discussing laws/constitutional provisions. They present their findings to the class.
Voir Dire Simulation
In this lesson, students will role play real lawyers as they carry out a voir dire simulation for jury selection. They will draft lists of favorable characteristics of jurors beforehand to aid in their questioning. Students will think critically about important juror characteristics, and identify factors – such as race, socio-economic status, and age – that may have influenced the voir dire process.
Qualities of Judges
Students brainstorm qualities that judges might possess, then discuss why those qualities are important.
People in the Courtroom
In this lesson, students analyze a photograph of a trial. They identify the people in the courtroom, learn about the roles that they play in the legal process, and discuss how each is essential to ensuring access to justice.
What is the Judicial Branch?
This lesson exposes students to the judicial branch and the power of judicial review. They read about an actual Supreme Court case, Torcaso v. Watkins, to see how the judicial branch used its power of judicial review to strike down an unconstitutional state law.
Understanding Contracts
In this lesson, students are asked which of two chocolate bars – one with nuts, one without – they prefer. A single representative is taken from each preference group. These representatives are given the chocolate bar that they prefer less, motivating a contractual trade. One student unknowingly has an empty wrapper, eliciting debate after the trade is completed. The class concludes by discussing possible equitable solutions.