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Case Studies A number of case studies will be presented in class in the weeks prior to our mock trial. The point of conducting these lessons is to determine, through merit, who is best suited for a particular position. For 4 or 5 consecutive days I will present the class with scenarios of a criminal nature. Just enough information and evidence will be revealed to enable students to form intelligent theories. Every period will end with an opportunity for students to ask questions. These Q & A sessions do much to reveal to me who is best suited for certain positions in the mock trial. Handouts will rarely be given for these case studies since I'm interested in pinpointing certain organizational, secretarial, and investagatorial skills. A student's approach to taking notes helps to reveal how they focus on the details. What students naturally feel is important to take down speaks volumes as to where they may best be fitted. Yet another important part of the process is to examine how my students see the big picture. Everyone will be required to write a one page paper on each case. This paper should present their theory about what exactly happened, who committed the crime, and perhaps answer why. Beyond simply writing their theories down on paper, all students should be prepared to orally present their interpretation of the events during class time. At the beginning of class, on the very next day, students will be asked to volunteer their theories in an open forum. Students should expect to field questions from the teacher and other students in the defense of their interpretations. I'm interested in how students present themselves and defend their ideas as much as the specific details of their theories. In these cases enough information is missing to encourage healthy differences of opinion. An exploration of such differences is necessary to discover the students who have a prosecutorial nature verses those whose approach is defense-oriented. Two final notes: 1. Due to the nature of these case studies late papers cannot be use to help me determine where a student best fits in for our criminal investigation and eventual trial. It would be totally unfair to consider late papers considering the obvious advantage a student would gain by waiting until after his or her classmates have revealed their ideas. You may hand in papers late and face the standard per diem deductions, but I cannot use such late submissions to judge the merits of your ideas as compared to those of your classmates. 2. Don't blow off these assignments just to avoid consideration for a particular position. Each assignment is graded as both homework and classwork!
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