Foundation Funds Mini-Grants for Conflict Resolution Programs in Schools

The Kansas Bar Association recently awarded mini-grants to several Kansas schools for the implementation of conflict resolution programs. The grants were awarded to schools to implement peer mediation and youth court programs that reduce in-school conflicts between students by using students to mediate disputes or hear minor violations in youth court settings and decide on appropriate disciplines. Funding for the grants was made possible by a Kansas Bar Foundation IOLTA grant. Recipients of the mini-grants were Council Grove Middle School, Topeka Public Schools, Central Elementary School in Olathe, and Gardner-Edgerton High School.

ABA Images of Freedom Competition Accepting Entries

1. Criminal Law Part I and II. This videocassette series, designed for high school students, details substantive and procedural criminal law. Library number 348.04/C887cpI and 348.04/C887cpII.

2. Doin’ Time. Juvenile delinquency is discussed in this film. Also, see what juvenile hall is actually like. This film was made for high school students. Library number 345.052/D684.

3. Plea Bargaining: A Game of Criminal Justice. This game is a simulation of the process of nonadjudicative convictions. Its purpose is to aid the non-lawyer in understanding how the criminal justice system works. This game is for high school students. Library number 345.072/K155p.

4. Burglary: A Mock Trial. Students will play the roles of accused, judge, court officials, etc., and act out a trial based on vandalism, break-ins, and a burglary at a local school. Designed for middle school and high school students. Library number 364.15/R117b.

5. Delinquency: A Mock Trial. This hypothetical criminal case of contributing to the delinquency of a minor is appropriate for high school students. Library number 364.36/R117d.

6. Juvenile Delinquency--Crime and Justice. This book contains eight units for social studies curriculum on minorities, poverty and welfare, crime and justice, youth culture, juvenile delinquency, law and the consumer, problems of cities, and alcohol and other drugs. It was written with high school students in mind. Library number 345.08/J988j.

Lesson Plan #1:     Evaluating Crimes

Grade Level: 9th - 12th

Overview: This activity is a good introduction on a unit of Criminal Law. Students will learn that a crime is something one does or fails to do in violation of a law; or it can also be behavior for which government sets a penalty. Decisions as to what constitutes a crime are made by legislatures. They try to protect the protect the public based on what most people believe is right and necessary for the orderly conduct of our society.

Purpose: The purpose of this activity is to make students aware there is no concrete consensus as to what is a crime, the seriousness of crimes, or variances of actions that change "noncriminal" behavior into "criminal" behavior.

Objectives: The students will be able to identify certain "criminal" behavior, identify certain "noncriminal" behavior, analyze actions as to degree of criminal behavior, and evaluate and rank certain actions as to "criminal"- "noncriminal" behavior.

Activities: After a short introduction that includes a broad definition of "crime," distribute handout sheet. Have students individually decide if the actions should be treated as a crime and give reasons why. Have student rank the offenses from most serious as number 1 to least serious as number 15. Divide class into 4-5 groups and repeat above-described activities as a group. Have a spokesperson from each group give rankings and reasons why. Record group rankings on the chalkboard. Have class as a whole vote on the rankings of the offenses.

Materials: Copy the following handout for each student:

This lesson was created by Frances Troyer Glenn of Riverside High School, Boardman, Oregon.

Lesson Plan #2:     Your Own Classroom Court

Description: This activity is meant for teachers who would like to allow their students to have a more active role in setting classroom rules, in decision-making, and as a means of settling differences.

Grade Level: 9th - 12th

Goal: To allow students the opportunity to further their knowledge of the law and its legal proceedings. To experience "trial by a jury of your peers" in simple matters. To give each student a job in the courtroom and to vary these positions throughout the year.

Objectives: Student will be able to explain and identify the names of jobs available in a typical courtroom.

Procedure: In order for the classroom court to work, you, the teacher must keep in mind that you are the one who is responsible for the class. You must clearly decide how much weight you want the court to have. One way to help you decide is to talk to one of your fellow teachers or your principal. As a class, decide on appropriate sentences for guilty verdicts. Again, you must be the voice of reason. After you have agreed upon the sentences, post them in the classroom so that everyone can refer to them. Next you will need to define the offices of the court and the length of office. Some possibilities for jobs are: Judges, jury, bailiff, court reporter, defense attorney, prosecuting attorney, and substitutes. It is necessary to have substitutes to take the place of an officer who might be absent on court day. It might be a very good idea to present your courtroom to the parents in a letter or at open house. Ask for their input, maybe some of them could be good resource people. Try to present this as close to the beginning of a court session as possible. Keep your administration informed as to what you are doing. After you feel comfortable with the model ask them to sit in on a case. Hold nominations for positions. Decide on an appropriate number of names for each position. Draw up a very simple ballot and have a secret ballot. This might be a way a parent could help out in the classroom or you may wish to count them yourself. Stress that just because you weren’t picked this time you will have other chances throughout the year. Have a very simple "swearing-in" ceremony for all court officials. Set a particular day for holding court. Perhaps you might like it every Wednesday afternoon or every Friday morning. But do set a specific time as the students will begin to prepare their cases and need to know when to be ready with their information. You will probably like to go through a few mock trials first to give the class a taste of what is to come. After each court case evaluate students’ performance. The first couple of times you may wish to do this with the whole class as your listeners. If you are really energetic, you can give written feedback to each of the officers, after each case. Be sure that the court sentences agreed upon by the class are followed. Set a time limit when the sentences must be served. Your court report will have to document everything. This will be the main source of information regarding each case. The court records must remain in school. You may wish to lock them up so they are kept in a safe place. That way if someone is absent, you will still have the information necessary to proceed.

Tying it All Together: Ask the students how they feel the court is going. Try to do this at least once a month. Don’t be afraid to admit something isn’t working. The students may have some very creative ways to improve the proceedings. What do you as the teacher perceive to be the greatest component of the court? What is the greatest weakness? How will you work on maintaining the good while also working on trying to correct the weaknesses? Did you accomplish your goals? Was the experience fun? What would you change in the future? What might be some of your recommendations to others setting up their classroom courthouse?

This lesson plan was written by Rita Irene Esparza of St. Joseph, Sacramento, California.

Lesson Plan #3:     Justice

Grade Level: 7th - 12th

Overview: This lesson will allow students to experience brainstorming and open-ended questioning strategies and research to develop a better understanding of the justice system.

Purpose: To provide an opportunity for students to discuss both strengths and weaknesses of the court system in providing equal justice for all and to identify factors that cause these weaknesses and recommend solutions.

Objectives: As a result of this activity the students will investigate the criminal justice system, analyze the 7 Articles to the Constitution, and develop problem-solving and critical-thinking skills.

Resources/Materials Needed: Attitudinal Survey (at the end of the lesson plan), picture of the Supreme Court Building emphasizing motto "EQUAL JUSTICE FOR ALL," picture of symbol of justice (blindfolded woman holding balance scale), United States Constitution, Kansas Constitution, guest speakers (attorney, judge), and library.

Activities and Procedures: Students take attitudinal survey. Have the students write their opinions of what the motto, "Equal Justice for All" means. Show picture of symbol of justice. Ask: What is the meaning of the symbol? Why is the woman blindfolded? What does the scale stand for? Constitution Search: Point out "establish justice" as purpose outlined in preamble. Have students search the Constitution to find ways this purpose is carried out. (Use only the 7 Articles to the Constitution.) Invite a local trial court judge to discuss the organization of the court system. Invite an attorney to visit. Raise questions about appeal, time involved in litigation, and fairness of the system.

Tying It All Together: Students complete attitudinal survey and discuss. After the visit from a local trial court judge have students construct a diagram of the applicable federal and state courts for their jurisdiction. Debrief: Does the flow chart indicate an effort to provide "equal justice?" Ask for suggestions to improve the system. Encourage all students to share the results of this activity with their parents or guardians. Use this activity to introduce the first unit or lesson.

Instructions: For each of the following statements, have each student indicate whether they strongly agree, agree, are undecided, disagree, or strongly disagree with the statement.

1. In a court of law, the defendant is always treated justly.

2. Trial by jury should be abolished.

3. A person is always considered innocent until proven guilty.

4. The more money you have, the more likely you are to be proven innocent.

5. Everyone should be required to serve on a jury at least once in his life.

6. Courts are too lenient with criminals.

7. People who have low IQ’s should not be allowed to serve on juries

8. In the United States, every defendant who requests a jury trial is actually tried by his peers.

9. All judges should be elected by the people they serve.

10. People who do not agree with the outcome of their trial should only be allowed to appeal their case one time.

11. The news media should be allowed to cover all trials without restriction because the Constitution guarantees the right of freedom of the press.

12. Courts usually see that justice is served.

13. People charged with serious crimes should not be allowed out on bail.

14. Most trials should take place without a judge since his role is only to umpire the proceedings.

15. The judicial system in the United States is probably the best system which has ever been developed.

This lesson plan was created by Melanie McCool of Cushing High School, Cushing, Oklahoma.

Court of Appeals Welcomes You

The Kansas Court of Appeals, a ten-member, intermediate appellate court sits in three-judge panels throughout the state. Every month, hearings are conducted at four or five locations throughout the state. The Court of Appeals regularly sits in Wichita, Topeka, and Kansas City. Additionally, the court also sits at other locations throughout the state. The court is pleased to have students attend the hearings. In February, the court of Appeals will be in session on February 6 and 7, 2001, in Topeka, Lawrence (University of Kansas, School of Law), Wichita, and Saline. Then, on March 13 and 14, 2001, the court will be hearing oral arguments in Topeka and Wichita. During the remainder of the school year, the Court of Appeals will be in session on the following dates: April 10 and 11, 2001, and May 15 and 16, 2001.

The Kansas Supreme Court is the highest court in the state, and includes seven members. Students also are welcome at oral arguments before the Supreme Court. The high court holds its hearings only in Topeka. During this school year, the Supreme Court will be hearing oral arguments during the weeks beginning March 5, 2001, April 16, 2000, and May 29, 2001.