James P. Brochin
A. Learning Objectives-The students will be able to:
-
1. Make the connection to the due process rights we have to today from the Levellers from the 1600's;
-
-
2. Define burden of proof, "beyond a reasonable doubt", and the right to remain silent and refuse to be a witness against oneself;
-
-
3. Evaluate the jury's role as "fact finder" and determiner of the credibility of witnesses;
-
-
4. Identify with the accused facing the possibility of execution;
-
-
5. Demonstrate an ability to analyze the plot of a film involving the trial of a murder suspect.
B. Standards Addressed: National Standards "World History Across the Ages-Standard 1"; Connecticut Frameworks Content Standard 5 (United States Constitution and Government) and Content Standard 3 (Historical Themes)
C. Physical Arrangement: Modified V, Groups of Five
D. Instructional Materials: 1) VCR 2) assessment handout on "12 Angry Men"; 3) chalkboard; 4) flipchart pages
E. Student Groupings: individual; groups of five
F. Initiation Strategy: The teacher conducts a question and answer session on the homework questions given the night before, to prompt the students to discuss and define concepts such as the presumption of innocence, burden of proof, right to remain silent, right to counsel, which the libertarian Levellers had agitated for. The students are asked to read aloud-primary source segments from the reading to get the feel of the language used at that time
G. Lesson Strategy:
-
-
1. After the discussion, the teacher shows substantial segment of "12 Angry Men" (about 20 minutes); During the film, the teacher stops the film at critical moments to point out the concepts and important plot developments which will be important for their deliberations.
-
-
2. Show short film clip of Fritz Lang's
You Only Live Once
, and make the connection to the unique contribution of the Bill of Rights to individual freedom.
-
-
3. Students are asked to form into groups of five, are given additional facts by the teacher, and are instructed to discuss the evidence, and answer specific prompts from the teacher, such as "who has the burden of proof in a criminal trial? Does a jury have to come to a unanimous verdict? How does a jury determine the credibility of witnesses?"
-
-
4. Closure and homework: Students are told to prepare to give their verdict the next day and to explain how they reached the verdict.
