Issue 2 Fall 2018
Partnering With Teachers to Bring Citizenship to Life SPONSORS: SUPREME COURT OF OHIO • THE ATTORNEY GENERAL OF OHIO • OHIO STATE BAR ASSOCIATION • ACLU OF OHIO FOUNDATION
A Unique Opportunity: Place-Based C3 Learning In June 2018, a group of 10 Ohio and eight Indiana teachers traveled to Washington, D.C. for four days of extensive training in the College, Career and Civic life (C3) Framework and inquiry-based teaching. OCLRE staff led in-depth workshops to teach the theory, creation, and practice of implementing inquiry. inquiry. As part of their thorough learning experience, teachers with various degrees of C3 familiarity visited several Washington, D.C. institutions, including the National Museum of American History and the Library of Congress, learning how to integrate primary sources into inquirybased lessons. Leadership and mentorship training were also part of the workshops. As a result, five inquiry lessons were created, which will be posted on the OCLRE website this fall to be shared with the Ohio educational community. Three participating teachers share their experiences of this trip and how it’s helping them in the classroom and with OCLRE program implementation. Interviewed for this story include: • Robin Lashley, Lashley , 8th grade social studies teacher at Middleburg Heights Junior High School, Cuyahoga County • Gloria Wu, Wu, government teacher at Bowsher High School, Toledo Public Schools, Lucas County • Matthew Wunderle, Wunderle , government teacher at Ravenna High School, Portage County //cont. P2
Teachable Moment Taking Takin g Informed In formed Ac Acti tion on:: Civic Engagement Through Inquiry Three years ago, OCLRE embraced the C3 Framework for Inquiry, recognizing the Framework intersects with the active citizenship that we promote through our programs and resources. In prior Teachable Moments, the Framework was generally outlined and resources were identified. In celebration of the 2018 Law & Citizenship Conference theme “Teaching Inquiry Inspiring Action,” this edition will focus on Dimension Four of the Framework where students put their knowledge to practical use. The authors of the C3 Framework speak of Dimension Four as putting the social in social studies. It is the opportunity to engage with an audience outside the classroom and become part of a larger dialogue about our community. Dimension Four re-envisions knowledge so that it is not the end of education, but rather the means to the end of an informed and engaged society. //cont. P4
In This Issue Inquiry-Based Teaching Resources ...................2 Ohio Mock Trial Case Capsule ..........................3 ..........................3 Welcome New Staff Member .................. ............................3 ..........3 A Deep Dive into the 4th Amendment ............3 Award Recipients Announced ..........................5 ..........................5 .................... ....5 5 Ohio Mock Trial Rule Clarifcations ................ Former Mock Trial Student Honored .................6 Thank You, Donors! ........................................ ..............................................7 ......7 A Closer Look - The Use of Drones ................. ..................... ....7 7
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DEVELOPING QUESTIONS & PLANNING INQUIRIES
APPLYING DISCIPLINARY TOOLS & CONCEPTS
EVALUATING SOURCES & USING EVIDENCE COMMUNICATING CONCLUSIONS & TAKING INFORMED ACTION 1
Unique Opportunity (cont. from P1)
Q: How do you think inquiry-based teaching will enhance your teaching style or philosophy? MW:: I believe that inquiry-based MW teaching will make me a better teacher. It challenges me to not shy away from controversial or difficult topics, but rather encourages me to make these the focus of units. These types of issues are inherently more interesting, engaging, and exciting for students. GW:: Inquiry-based teaching captures GW student curiosity through questioning techniques, prompting them to research sources, provide evidence, reasoning and rationale to answer the compelling question. Inquiry-based teaching fosters critical thinking, unlike standards-based teaching which focuses on memorization, opportunities to tell my students, “You’re right” and give them recall, and recognition. confidence that they can understand Q: What do you think are the complex ideas. benefits of using inquiry-based Q: How are your students reacting teaching? RL: I believe inquiry-based teaching to learning via inquiry? RL: RL: I have incorporated a few is motivational. Engaged students RL: exhibit less negative behaviors and inquiries and the students loved them. this type of learning helps with They asked for more! GW:: Students enjoy C3 lessons as standardized testing as the students GW look for evidence in rigorous text to it is organic and less strict. There support their claims about a topic. is a question, which prompts more Learning is individualized by the questions, thinking, and engagement. nature of this type of teaching strategy strategy.. There’s time for research and MW:: By crafting lessons or units in discussion, validation of sources, and MW such a way that there is more than reasoning. Then time for processing, one correct answer, students engage identification of problem solving and gives opportunities for the question with confidence. As a conclusion. It gives teacher, this provides me with more civic engagement to make a difference
and bring about change. enjoy it all.
Students
Q: How does using inquiry-based teaching enhance your use of OCLRE programs (We the People, Moot Court, Mock Trial)? MW:: My students participate in MW We the People which I now realize is essentially a giant IDM (Inquiry Design Model) project. The more inquiry-based lessons that I teach to my students the more prepared they will be for We the People. RL: Using inquiry-based lessons RL: will help students learn how to use documents and other resources to search for evidence to support their claims, which is exactly what they are asked to do in the OCLRE programs.
Inquiry-Based Teaching; We’ve got resources to share! The C3 Teachers website (www.c3teachers.org) is a robust collection of ideas and comprehensive, ready-to-use inquiries. Ranging in topics from the Constitution, Declaration of Independence, Federalism, Voting, Voting, and more, these inquiries are available for download and can readily be implemented in your classroom. The IDM Generator supports teachers as they create their own inquiries, share those inquiries with other teachers, and make inquiry assignments for their students to complete online. Also available are blog posts from teachers using inquiry as well as books and articles about inquiry-based teaching. Visit OCLRE website (www.oclre.org/c3resources) (www.oclre.org/c3resources) to get additional, Ohio-based inquires! 2
Ohio Mock Trial: 2019 Case Capsule The 2019 case, State of Buckeye v. Quinn Woolf, challenges students to consider an individual’s right to privacy in our increasingly technological world. In September of 2018, Quinn Quinn Woolf Woolf was arrested on charges of aggravated assault and telecommunications fraud for stealing $120 million from the State of Buckeye’s pension fund. The state alleges that Quinn used a private, alpha-numeric code to hack into the state’s digital wallet and drain the funds. The state is basing its claim on drone footage captured from 400 feet in the air. The footage was enhanced to show Quinn Woolf sitting under a gazebo in the backyard of the Woolf residence with a notebook and a laptop. The enhancement revealed an alpha-numeric code written in Quinn’s notebook that matched the code needed to access the state’s account. The defense has filed a motion to exclude the drone footage, claiming that police violated Quinn’s Fourth Amendment protection against unlawful search and seizure. The motion hearing will focus on the need for a search warrant; specifically, if the contracted drone operator qualifies as a state actor and if Quinn had a reasonable expectation of privacy privacy..
Welcome, New Staff Member! OCLRE welcomes the newest addition to our team, Danielle Wilmot. She has taken over as program coordinator for both middle school and high school Mock Trial. Danielle, originally from Chardon, Ohio, is new to Columbus after relocating from the Akron area where she spent the last two years. She is a former high school teacher with a degree in history from John Carroll University. During her time at JCU, Daniell Daniellee was involved involved with its We the People program by volunteering as a tutor in several East Cleveland schools. When she is not busy pursuing her passion for education and civic engagement, she enjoys spending time with her husband and dog in one of Columbus’ local parks. Favorite Favor ite foo food: d: Chicken Lo Mein Favor Fa vorite ite tra travel vel desti destinati nation: on: Seattle, Washington Favor Fa vorite ite lawlaw-theme themed d book book or or movie: movie: A Time to Kill Favor Fa vorite ite Ohio Moc Mock k Tria riall witn witness ess and why: Dally Winston (Middle School Mock Trial)–The Outsiders was one of my favorite books growing up, and Dally always interested me. He was rough around the edges but had a good heart, particularly for the people he loved. The mock trial case represents Dally’s character well and gives students an opportunity to delve into a conversation about the complexity of character. I am especially excited to be the mock trial program coordinator because: It is so important for students to find their voice. Mock Trial not only gives students the opportunity to do so, but it teaches them how to use it in a meaningful way. Whether students pursue a career in the legal system or just enjoy participating in the program, they gain confidence and skills that will continue to serve them for the rest of their lives.
A Closer Look The Use of Drones This year’s mock trial case is particularly interesting because it delves into the world of drones. Drones are a source of fascination, intrigue and sometimes fear or skepticism. So, what exactly are drones and what are they used for? The use of a rudimentary unmanned aerial vehicle (drone) came about during World War I. Originally, they were not seen as very reliable and did not have much use because the war ended not long after the first drone appeared. Drones as we know them today became a vital tool after September 11. They provide a way to complete vital military tasks without risking lives. Drones are also used in a variety of other ways. Government agencies and private companies use drones to inspect building edifices for structural defects as well as to survey land. They are used to deliver packages, and to capture unique photos and videos of places where it might be humanly impossible to go. As this technology continues to evolve, so too will our understanding of possible future applications. It seems fertile ground for more 4th amendment issues. How does this technology impact our privacy and what is the government’s role in addressing these issues? 3
Teachable Moment (cont. from P1)
In his 1968 book, Pedagogy of the Oppressed, Brazilian educator Paolo Freire spoke of “education as the practice of freedom.” Freire distinguishes education from an oppressive “banking” model of teaching, in which students are empty vessels into which teachers make deposits of knowledge. Conversely, a pedagogy of freedom liberates students through “education [that] consists in acts of cognition, not transferrals of information.” information.” Freire
experience? Which student is more likely to volunteer again after the graduation requirements go away?
assessing, acting: Students gain an understanding of a topic through disciplined inquiry, they assess their ability to maintain/disrupt the status-quo, and, lastly, they take action informed by newly acquired knowledge. In this paradigm, the exam is no longer the capstone of a unit, and the choice to engage with society becomes relevant.
(and the authors of C3) advocates “problem-posing education” that engages students as participants in the active dialogue to improve their world. Improving the world seems like a task far beyond the reach of most k-12 classrooms, but it is important to remember that the “world” is far more subjective than it may at first seem. Small actions, even the simple act of engaging in a conversation, constitute a step toward transformative change. The action that closes an inquiry is measured not by its revolutionary character or mass impact, but rather by its match to the topic and knowledge acquired.
As an example, imagine two students volunteering their time one Saturday at a local food pantry. Student A chose to do so because it fits into their schedule and fulfills a volunteer requirement for National Honor Society. Student B is volunteering as the capstone to a weeklong study
Improving the world seems like a task far beyond the reach of most k-12 classrooms, but it is important to remember that the “world” is far more subjective than it may at frst seem.
of the social and economic costs of homelessness. Although both are completing an academic requirement, and both will experience the “warm fuzzies” that come from doing good for others, only one will understand how their work disrupts the cycles of systemic poverty that lead to The C3 Framework describes this homelessness. Which student is process as an arc of understanding, likely to have a more meaningful 4
The options for taking informed action broaden and expand as students diversify their own worldview, and as they tackle subjects in a new and different way. Through the process of inquiry, the ongoing dialogue encourages students to think about change, draw connections to current events, and consider their role as a member of society. society. A unit involving public policy is not limited to the stock standard “call your legislator to advocate for X legislation.” Instead, using informed practice, students can engage in a variety of informed civic engagement as wide-ranging as practicing civil dialogue with a peer, to drafting model legislation, to fundraising for a social cause. Initially educators will need to make suggestions and help students draw connections to opportunities for change (the banking mindset takes time to break), but eventually, students will come to expect the “what can we do about it?” question and will generate their own options to engage.
OCLRE’s focus on Dimension Four kicks-off September 17th at the 2018 Law & Citizenship Conference and will continue throughout the academic year. Conference sessions are designed to offer teachers ideas and strategies for bringing inquiry and action into the classroom. To register, or learn more about the conference, visit www.oclre.org/lcconf.
Eiler, Founders’ Award Recipients Announced On behalf of the Ohio Center for Law-Related Education and its Board of Trustees, Trustees, it is a pleasure to announce the 2018 recipients of OCLRE’s highest honors.
Lori U. Eiler Award for Mock Trial Coaching Excellence Katy Osborn is co-founder of and legal advisor to Springfield High School’s School’s mock trial and moot court teams. In the words of fellow SHS mock trial advisor Megan Farley, “[Katy] does more than act as a legal advisor to a team… she fundraises, organizes social activities for the kids to get to know each other, and makes herself available to help with college applications and letters of recommendation. She dedicates herself to the students and works with them individually and is always available for an extra practice with a less experienced student to help them become their best or overcome their nerves.” Katy is Of Counsel with Bricker & Eckler and her practice includes education, employment, estate planning, trusts and probate administration.
Founders’ Award Dan Hilson served on the OCLRE Board of Trustees for more than 20 years, alongside founders Anthony Celebrezze, Jim Phillips, and Benson Wolman. Dan has contributed significantly to the growth and sustainability of OCLRE and is among its staunchest advocates before key decision makers in state government. His commitment to the mission and core constituents c onstituents is unparalleled. Hilson is a shareholder at Roetzel & Andress. In a 2002 article he wrote for the OCLRE newsletter, Reporter , Dan best described his belief in the importance of civic education, which further highlights why he is a most deserving recipient of the award: “If our system of government is to survive, it is imperative that future generations not only understand th e principles of our system, but that youth embrace it through active participation.” ~ Dan Hilson.
2018-2019 Ohio Mock Trial Rule Clarifcations To more accurately reflect the Ohio Rules of Evidence, we have reorganized the evidentiary rules contained in the Mock Trial case file. All examples have been moved to a separate section immediately following following the simplified rules of evidence. While all exhibits are stipulated as admitted, they are bound by all other simplified rules of evidence. In order to testify to an exhibit, the witness must have prior knowledge of that exhibit . Pre-trial is a brief conference to address items such as permission to film, judicial preferences, student accommodations, accommodations, etc. Students should not present judges with any materials other than completed scoresheets. scoresheets. OCLRE provides all judges with a case summary, errata sheet, and any other necessary materials. The Competition Committee members are individuals with particular interest and experience in the Ohio Mock Trial Program, including site coordinators and former Mock Trial advisors from various regions of the state. The committee meets prior to the case release to review feedback and address potential rule changes. The committee has the authority, in consultation with OCLRE, to impose sanctions for rule violations up to and including disqualification. disqualification. 5
Former Mock Trial Student Receives Top Honor Congratulations to Hope Lewis, former Mock Trial participant from West Jefferson HS, who was one of the winners of the Columbus Dispatch-Motorist Scholar Athlete Award. She was voted as one of Ohio’s “best and brightest”. We agree! We are excited that OCLRE’s Mock Trial is a part of Hope’s impressive credentials.
Top female Scholar-Athlete Who: Hope Lewis School: West Jefferson Grade-point average: 3.95 Scholarship: $10,000 // Motorists Insurance Sports played: Soccer (4 years), track (4), basketball (3) Academic highlights: National Honor Society member; honor roll all four years; scored 29 on ACT Athletic highlights: Three-time first-team all-district in soccer; all-league in basketball College choice: biochemistry)
Otterbein
(anticipated
major:
Photo location: I chose the Franklin County Court of Common Pleas to represent the side of me not involved in sports. I participate in mock trial, which has had a huge impact on my life and has given me public-speaking Who are the Dispatch-Motorists Insurance Group Scholar skills and self-confidence. Athletes? Inspiration: My mock trial adviser and government Reprinted with permission; complete article available @dispatch.com teacher,, Mrs. Jenny Siddiqi, comes into school every day teacher with a positive attitude even when her students don’t. Introduced in May 1982, the Dispatch and Motorists Insurance Group Scholar-Athlete Awards annually Home front: I live with parents, Shari and Jeremy, as well honor the best and brightest high school students in as my brother, Andrew, Andrew, 22, and my sisters, Erica, 16, and central Ohio. Autumn, 13. In early March, The Dispatch mailed nomination forms to 117 area high schools, asking administrators from each school to select two seniors — one girl and one boy — as their institution’s top scholar-athletes to vie for $94,000 in college scholarships.
Favorite subject: Chemistry gives me the opportunity to prove things to be true. It’s easy for a textbook to tell you that something is true, but it’s amazing to do an experiment to prove it.
Least-favorite subject: English is the subject I’ve These scholarships are funded by Motorists, Wolfe struggled with since I was little. I am better at thinking Associates, OhioHealth, Atlas Butler and the family of literally rather than abstractly abstractly.. Capt. Warren B. Sneed. Awards and scholarships were presented at the 2018 Scholar-Athlete Awards banquet Favorite book: “The Scarlet Letter.” The main character, on June 6 at the Greater Columbus Convention Center. Center. Hester Prynne, is a strong female role model who doesn’t let social barriers prevent her from being the person she This year, 212 scholar-athletes from 111 participating wants to be. schools were selected. Each honoree received free admission to the event as well as a plaque and gift bag Words to live by: “Be kind whenever possible. It is always from the program sponsors. possible.” – Dalai Lama 6
A Deep Dive into the 4th Amendment. Join Constitution Camp!
Thank You, Donors! 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, 2017 and July 31, 2018. Often, donors recognize teachers or students who have made a tremendous impact.
Sponsors Supreme Court of Ohio Attorne Att orneyy Gener General al of Ohio Ohio State Bar Association Americ Ame rican an Civi Civill Liber Libertie tiess Union of Ohio Foundation
$200 - $299 Lisa Eschleman Thomas E. Friedman William Martin
$100 - $199
Christine Ardley & Charitable Funders Douglas Buchanan Ohio State Bar Foundation Pamela Vest Boratyn AmazonS Ama zonSmil milee Found Foundati ation on Steven Dauterman Center for Civic Education Michael Farley James Madison Legacy Project Kary Karyn n Just Justice ice Columbus Foundation Georgia Lang Hubert A. & John Joh n Leavi Leavitt, tt, in hono honorr of of Gladys C. Estabrook Lisa & Steve Eschleman Charitable Trust Richard Smith Kroger Kro ger Staples Foundation $25 - $99 TechSoup Anonymo Anon ymous us
$1000 or more Alvin R. Alvin R. Bell Bell Gregory Snyder
Bethany Vosburg-Bluem Christy Farnbauch Tim Kalgreen Kate Str Strickl ickland and Derek Walden
$500 - $999 Richard A. Dove
$300 - $499 Daniel Hilson John Jo hn Quinn Quinn Pierce Reed Marion Smithberger
In-Kind Contributions Columbus State Community College Ohio Attorney General Ohio Channel Ohio State Bar Association Supreme Court of Ohio
See how your gift will impact Ohio’s young citizens.
Visit oclre.org and click DONATE.
A principal looking through a student’ student’ss backpack left on the bus. That’ That’ss reasonable, right? A GPS GPS tracking of a suspect suspect’’s car. Is that legal? Police looking through cell phone data. Does that require a search warrant? What’s legal? What’ What’ss unconstitutional? What are your students asking? Join OCLRE at Consti Constitution tution Camp on October 22-23 as we explore these questions and others with a deep dive into the 4th Amendment’s protections of unreasonable searches and seizures. Hear from content experts, Dr Dr.. Lawrence Baum, professor emeritus from Ohio State University Department of Political Science, and Sam Peterson, deputy solicitor general at the Ohio Attorney General’ss office. Leave with handsGeneral’ on materials to enhance your teaching. Learn about OCLRE programs We the People and Moot Court that will engage your students. Sign up now at OCLRE’s Professional Development page. Contact Tim Kalgreen (
[email protected]; 614-485-3515 614-485-3515)) for more information.
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1700 Lake Shore Drive Columbus, Ohio 43204 (p) 614.485.3510 • (f) 614.486.6221
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Schedule of Events SEPTEMBER 17 Law & Citizenship Conference 18 Introduction to Mock Trial Professional Development
NOVEMBER 16 Advanced Mock Trial Professional Development
FEBRUARY 1 High School We The People State Competition 12-13 Ohio Government in Action (TENTATIVE) 15 High School Mock Trial Regional Competition 25 Youth for Justice & Project Citizen Professional Development
DECEMBER 6 Introduction to Middle School Mock Trial
MARCH 7-9 High School Mock Trial State Competition
OCTOBER 22-23 Constitution Camp 26 Youth for Justice & Project Citizen Professional Development
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JANUARY 12 High School Mock Trial District Competition
APRIL 26 Moot Court State Competition MAY 2, 3, 10 Middle School Mock Trial State Showcase 17 Middle School We The People Showcase
