Reporter

SPONSORS

Issue 1 Winter 2013

SUPREME COURT OF OHIO | THE ATTORNEY GENERAL OF OHIO OHIO STATE BAR ASSOCIATION | ACLU OF OHIO FOUNDATION

Federal Courts Should Allow Cameras to Support Greater Knowledge, Understanding

By Chief Justice Maureen OConnor, Supreme Court of Ohio When the U.S. Supreme Court heard arguments on the health care reform law this year, the only people who could watch it live were the 330 people who were lucky enough to get seats in the courtroom. It is surprising that an institution that decides cases so vital and far-reaching to every U.S. citizen does not open its courtroom to cameras. If people could see the justices at work, it would enhance their understanding of the court. And the more people understand the court, the more they will respect it, which only strengthens our democracy. This is as important today as it has ever been. A recent CBS News/New York Times poll found the Courts popularity at a nearly all-time low of 44 percent. Without a live broadcast of the three days of arguments on the Affordable Health Care Act in March, the U.S. Supreme Court missed out on a huge educational opportunity. We will never know what body language the justices used while listening to oral arguments or how pointed they were in asking questions, except through the audio recordings, which only tell part of the story. More importantly, just allowing citizens to witness this historic event sends a signal that the proceedings are open, that there is nothing to hide, and that what goes on in that courtroom is something worthy of the confidence of every citizen. The court also missed an opportunity to combat a perception that politics is at play when judges decide a case instead of a strict interpretation of the law. A Washington Post-ABC News poll taken before the decision was announced this summer found that about half of the population thought the Supreme Court justices would act mainly on their partisan political views rather than give a neutral reading of the constitutionality of the law. The U.S. Supreme Court has nudged a little closer to the 21st Century in one respect. The court decided to release the audio of the oral arguments the same day instead of waiting to release it at the end of the week as is usually the case. But this concession hardly makes a dent in todays YouTube generation. A handful of federal trial courts are participating in a three-year pilot program to experiment with cameras in courtrooms, but electronic media coverage of criminal proceedings in federal courts has been expressly prohibited for more than 60 years. Federal courtrooms wont even allow photographers to take pictures during a trial. Thats why you see sketches on the news that depict what happened in the courtroom, and you only see photos of the accused entering or leaving the courtroom not inside the courtroom. Former U.S. Supreme Court Justice David Souter once said that the day you see a camera come into our courtroom, its going to roll over my dead body. Justice Souter and others who fear that cameras would somehow harm the business of the federal courts need look no further than Ohio and the other 49 states in the union, all of which allow some type of camera access in their courtrooms. Since the 1970s, Rule 12 of the Rules of Superintendence for the Courts of Ohio has permitted cameras in all Ohio courtrooms from the municipal court level to the Supreme Court level subject to the discretion of the presiding judge. (Continued on page 7)

The Ohio Supreme Court Offers a complete program of services for Ohioans to learn about the judicial system:
Watch the Supreme Court live at sc.ohio.gov. Watch archived oral arguments at ohiochannel.org. Get news updates on all Ohio courts at courtnewsohio.gov. Follow a justice who is a former teacher. Her blog offers educational material on the courts at justicejudy.blogspot.com. Plan a class tour of the Thomas J. Moyer Ohio Judicial Center at sc.ohio.gov/mjc.

IN THIS ISSUE
OCLREs 30th Anniversary ..........3 Mock Trial News ........................5 Students Roles on Election Day................................6 John Carroll University Students Make a Difference .......8

TEACHABLE MOMENT

Historical Documents: Northwest Ordinance

by Jared Reitz, OCLRE director of programs Social studies educators know well the historical importance of the Northwest Ordinance and the fundamental principles it set forth: protected freedom of religion and prohibited slavery in the Northwest territory, promoted education, established a three-step framework for statehood, and was the template for future territorial expansion. But it is the back story which led to the passage of the Northwest Ordinance that will give students a better understanding of the competing sectional interests of the time. Textbooks tend to present and teachers tend to teach in a segmented fashion so students dont always fully understand the relationship among historical events. For example, students should be aware that in the summer of 1787, while the Confederation Congress was meeting in New York City drafting the Northwest Ordinance, another group of delegates was writing a constitution in Philadelphia at the Constitutional Convention, or Grand Convention as it was sometimes called. The Convention and the Congress were meeting simultaneously and each impacted the other. It was the Land Ordinance of 1785 that laid the ground work (pun intended) to authorize the organized sale of the land in the northwest by dividing it into townships - the oldest political units in states later created under the Northwest Ordinance. Early on there was agreement that the states carved out of the NorthwestTerritory would not be part of a created empire but there was disagreement as to whether they should be equal to the existing states. Using a copy of the original text of An Ordinance for the government of the Territory of the United States northwest of the Ohio River, have students read Section 2. From placement at the beginning of the document and the amount of space give to the provision, students can see that protection of property was very important to the people of that time. At the end of the document have students find and read Article 6 which prohibits slavery in 2 the Northwest Territory. How did this happen by a Congress that, at the time, was controlled by the south? What will student research reveal? First, heated discussions in Philadelphia centered on counting slaves for purposes of representation. Second, there was nothing that prohibited slavery in areas south of the Ohio River, and third, a fugitive slave provision provided for the return of runaway slaves to their owners. That fugitive slave provision was the first legislation of its kind and something the southerners wanted. It is interesting to note that the three-fifths compromise counting slaves for purposes of representation - was accepted at the Constitutional Convention in Philadelphia on July 17, 1787 just two days after enactment of the Northwest Ordinance on July 15, 1787. It is also interesting to note that some states created out of the Northwest Territory had a difficult time keeping slavery out and Illinois actually got away with it for a while under the term indentures. Actually, those who lived in the Northwest Territory and had slaves prior to enactment of the Northwest Ordinance could keep them. Section 9 specifically provides, So soon as there are five thousand free male inhabitants The implication is that not all inhabitants would be free. Article 5 defines the number of states to be created out of the Northwest Territory; no less than three and no more than five. Early discussions suggested creation of ten to fourteen states and that makes sense given the size of states like New Jersey, Rhode Island, Delaware, Connecticut, and Massachusetts. It would seem logical too that southern states would oppose it. They didnt. Southeners thought, at the time, that many of the new states would be slave states. The reality was that northern states feared too many western states would weaken the northern states supremacy in the Senate.

Article 3 offers a great opportunity for students to read and offer their reactions to several provisions including a strong endorsement for education. Article 3 also addresses the treatment of Indians in the Northwest Territory. The Northwest Ordinance was the template for territorial expansion, democratic processes for statehood, trial by jury, protection of property, and freedom of religion; in essence, the document ensured that every state created would have a republican form of government. A more detailed account of the happenings in Philadelphia and New York can be found in Decision In Philadelphia: The Constitutional Convention of 1787 by Christopher Collier and James Lincoln Collier. A very good supplement on the Northwest Ordinance can be found at the Michigan Historical Society: The Mitten: The Northwest Ordinance Student Activities: Have students prepare a detailed timeline of important events between May 25 and September 17, 1787. From the timeline, students will have a better understanding of the interaction between the delegates at the Convention and the delegates in Congress. Have students rank the provisions of the Northwest Ordinance in the order of importance as they see them. Have them explain their reasoning in a class discussion.

Looking Back and Moving Forward:

By Lisa Eschleman, executive director 1983. For those old enough to remember, 1983 launched many firsts. NASA lunched the space shuttle Challenger on its maiden flight. Microsoft launched Word. Motorola launched Dyna TAC- the first cellphone available to the public. NBC launched The A-Team with Mr. T. Coleco launched Cabbage Patch Kids as the must-have toy of the season. And, a coalition of dedicated volunteers launched the Ohio Center for Law-Related Education. OCLREs 30th anniversary provides a wonderful opportunity for reflection and celebration. It all began in 1983 with a shared belief that strong partnerships between educational and legal communities could better inform students about their constitutional rights and responsibilities, and the parties that planted the seeds envisioned a statewide organization that would fill a void in law-related education for all students in Ohio. During the next 30 years, thousands of teachers and volunteers partnered with OCLRE to nurture its programs and watch students blossom through participation in high school mock trial, We the People, Youth for Justice, and middle school mock trial. Teachers throughout the state have benefited from OCLREs professional development programs including the annual Law and Citizenship Conference and Ohio Government in Action.

OCLRE Celebrates 30 Years of Excellence

Today, OCLRE has grown and matured into the nations premier law-related education program. OCLRE programs now impact nearly 45,000 students across Ohio annually. As we kick off our anniversary year, we thank all who have worked tirelessly to plant seeds, nurture programs, and help OCLRE prosper. Because of your unwavering support and dedication, OCRLEs roots will remain firmly planted to bring democracy to life for new generations of Ohios students. We can never say thank you enough. Are you an OCLRE program alum? Wed love to hear from you! Tell us how Mock Trial, We the People or other OCLRE program influenced you. Send your story to Kate Strickland: kstrickland@oclre.org.

OCLRE Honors Award Recipients

On September 24th, recipients of the Centers highest honors the Founders Award and the Lori U. Eiler Award for Mock Trial Coaching Excellence were recognized for their contributions to law-related education and commitment to helping students understand and value the rule of law and the importance of being engaged citizens. Founders Award recipients: Ken Donchatz, Esq., mock trial legal advisor at Westerville North High School Deborah DeHaan, former executive director of OCLRE Lori U. Eiler Award recipient: Paul Nick, Esq., mock trial legal advisor for Thomas Worthington High School Top: Eiler Award recipient Paul Nick; Secretary of State Jon Husted; Founders Award recipient Ken Donchatz. Bottom: Secretary of State Jon Husted and OCLRE Board of Trustees President Marion Smithberger present Deborah DeHaan with the Founders Award. 3

MOCK TRIAL NEWS

Mock Trial: Cross Examination Strategies

by Todd Burch, Esq., OCLRE mock trial coordinator Cross examination can be especially challenging because it is the only major trial element that involves directly interacting with a member of the opposing team. This characteristic can make cross difficult to practice or script but also provides opportunities for students to showcase their ability to think on their feet. This article will present strategies to prepare a cross examination and perform it in trial. Methods for witnesses to maximize their cross examination score are also provided. Preparation and Structure of Cross Examination Identify the Main Points: Identify the main points you want to elicit from the witness. Build up to each point with a series of short leading questions. These questions should make statements to which the witness has no choice but to respond yes or no. Never ask a question to which you do not know the answer. Start and Finish Strong: The most effective points should be used at the beginning and end of cross examination as that is what the judges are most likely to remember. Less important topics should be discussed in the middle. If possible, end with the strongest point or question. Think About What Is Not in the Statement: A cross isnt limited to affirmative statements or actions. What a witness didnt do or say might be equally relevant. For example, if a police officer collecting evidence never mentions dusting for fingerprints, it may be effective to point that out. Dont Ask One Question Too Many: Its often very tempting to ask that one question that clearly wraps up the argument and makes your point. However, this can easily backfire. Lets say the main point is that an eyewitness couldnt clearly see the crime in question. The attorney has already asked questions pointing out it was dark, the witness didnt have his or her glasses, the incident was far away, etc. It might seem logical to finish that section of the cross examination by asking So you couldnt 4

clearly see what happened? Dont ask that question unless it is clearly stated in the witness statement. Well prepared witnesses will take the opportunity to undo the cross by discussing all the reasons why he or she could see what happened. Always be wary of asking one question too many and leave this ultimate point to the closer. Cross Examination Performance Be the Star: The goal of an attorney on cross is to make himself or herself the center of attention. If possible, take a position in the middle of the courtroom or as close to the witness box as possible. Use inflection, hand gestures or movement when appropriate. Get Your Answers: Cross examination is more than asking questions, its also getting answers to those questions. Anyone can simply read or memorize a list of questions. If a witness doesnt clearly answer the question, dont just move on to the next one. Ask another question until you get a yes or no. For example say can I take that as a no? or thank you for that answer but my original question was The ability to react to the witness testimony shows an ability to think on your feet that will score points with judges. Never End on an Objection: Its very important to leave a positive impression with the judges and sitting down on a lost objection makes that difficult. If the last question seems likely to elicit an objection, change the order of your questions or have a safer back-up question ready.

Portraying an Effective Witness on Cross Examination Maintain Character: If a witness is funny, emotional, or extremely professional on direct, this demeanor should carry over to cross. Many of the questions likely to be asked can be anticipated in advance so a witness can plan to make a joke or show emotion at a certain time. Abandoning the character played on direct is sure to result in a lower witness score. Avoid Yes or No Answers When Possible: The goal of an attorney on cross is to be the center of attention and elicit yes or no answers. As a witness, try to prevent this (Continued on page 5)

MOCK TRIAL NEWS

High School Mock Trial Reminders

2013 Competition Dates: District Competitions will take place on February 1, Regional Competitions on February 22, and the State Competition on March 7-9. Errata Sheet: For updates on case and competition questions, view the errata sheet at www.oclre.org on the High School Mock Trial page. The final day to submit questions was January 15. Registration Deadlines: Team registrations must be received by December 7 to avoid a late fee. Team registrations received after December 7 must include a $30 late fee for each team registered. Registration after January 7 is available only on a space available basis. Team Roster Required: A team roster must be submitted to complete the registration process and may be completed online at www.

oclre.org. Teams will not be assigned to a competition site until OCLRE receives a roster. Withdraw Deadline: Teams that withdraw prior to January 7 will be assessed a $5 processing fee, the remaining balance will

be refunded. After January 7, no refunds or credits will be available. District Assignments: District Competition site assignments were released at www.oclre.org on January 11.

MOCK TRIAL NEWS: MIDDLE SCHOOL MOCK TRIAL

(Mock Trial: Cross Examination Strategies continued from page 4) while still being respectful. A witness can answer questions with Yes, but and then qualify the answer. A witness can also answer with a sentence or two before concluding so thats a yes to your question. Above all, follow the judges orders. If the judge asks for a yes or no, respond accordingly. Dont Be a Lawyer on the Stand: Remember that youre portraying a witness that isnt familiar with the legal system or perhaps even the rest of the case. Its not a witness job to advance legal arguments. Use language thats appropriate to the witness character and avoid legalese. Dont try to tip the attorney off to potential objections. Witnesses should trust their attorneys, its important to work as a team to be successful in mock trial.

Connecting English/Common Core with the Social Studies Through Middle School Mock Trial
trial: read and analyze witness statements, form arguments to support each side of the case, prepare and ask witness questions, and deliver opening statements and closing arguments. The Center has developed cases based on eleven pieces of literature commonly read at the middle school level. This years state showcase is a trial based on the novel Roll of Thunder, Hear My Cry by Mildred Taylor, a novel specifically listed in the English/Common Core standards illustrating the complexity, quality, and range of student reading for middle school students. The programs culminating activity, a state showcase at the Ohio Judicial Center in Columbus, gives students the opportunity to argue their case before judges and attorneys. Its an authentic, place-based, performance-based assessment thats just plain fun! Contact Tim Kalgreen at tkalgreen@oclre.org or 614-485-3515 for more information. 5

Middle school students love a good argument and teachers want them to read good literature. OCLREs Middle School Mock Trial program will pique students interests in civics, government, and the law, while integrating the common core curriculum. Middle School Mock Trial is an interdisciplinary program that engages students in the social studies components of learning the judicial and legal systems as well as the common core standards of reading, writing, speaking, and listening. Students participate in each step of a

Students Roles on Election Day Prove Meaningful, Rewarding

The Youth at the Booth program, coordinated exclusively in Franklin County by Kids Voting, allows high school seniors the opportunity to serve as precinct officials at the polls. The experience offers students even those not yet of voting age a first-hand look at the democratic process and the significance of the right and privilege afforded to all U.S. citizens over the age of 18: a say in who governs in a democracy of the people, for the people and by the people. Talk about bringing citizenship to life! The following are excerpts from essays written by Gahanna Lincoln High School students who served as Youth at the Booth poll workers on Election Day 2012. Thank you to the students, their teacher, Mr. Jerry Englehart, and Deborah Koch, Kids Voting Central Ohio. Youth at the Booth was a very positive experience for me [it] really opened up my eyes to elections. Everyone puts so much emphasis on the candidates and the issues although, without workers like me and volunteers counting everything and making basic things happen, we would not have the luxury of being able to vote and for our opinions to matter. I am happy I participated in Youth at the Booth because I now understand the whole election process a lot better. ~ Anna Tarbutton Processing my first voter, I felt a sense of pride knowing that I was on the front lines of democracy. For [the] first few hours we were swarmed by voters eager to [vote] before they would rush to work At the end of the day we packed up the machines and were eager to go home. But there was a conflict in the number of voters the machines [counted] and the catalog of voters. So in the right way, we recounted the votes four times. In the end our location manager saw the recounts as suitable and I printed out the results. I was chosen to hang the results at the front of the precinct Being a machine judge showed me the way democracy works in our country, but also showed me the complications I [am] proud of my duty. ~ Andrew Burik The Youth at the Booth program was a valuable experience and a good wake up call. The 6 description was right by saying the paper trail is long, and deadlines must be met. The day got overwhelming at points but you could not just stop I noticed that a majority of the people I was helping genuinely appreciated that I was doing [this] job. It was nice to feel appreciated for my service. ~ Colin Smallwood I felt that even though I [am] too young to vote on issues in my community and country, I could still be part of the process It felt great to help [voters] with the machines, especially the people who had never used the voting machines before and relied on us and help them have a say in our government. There were so many different types of peoplefrom the elderly who have voted many times throughout their lives, to the kids who just turned eighteen and had their first experience voting. ~ Aerial Duncan Working Youth at the Booth was a very eye-opening experience for me. I [had] just turned eighteenso this was the first election in which I could vote. Being such a historic election, I was extremely excited for the opportunity to not only vote, but work the [polls] as well. I had to complete a two hour training course This course was vigorous, but necessary, in order to be successful. Many people think that elections tear America apart due to constant disagreements between parties, but I think it brings us together. For one day out of the year we are reminded of how good America is. We forget too often how blessed we are with the right to vote. ~ Becca Snowden

Did You Know?... A Poll Workers Perspective

By Tim Kalgreen, program coordinator For most Ohioans, the process of voting is not long or complicated. However, for the poll worker, its a 15 hour day and a wonderful learning experience. As a poll worker on Election Day 2012, I learned some interesting and little-known facts. Did You Know There is a time limit for voters to complete the ballot. Ohio law establishes a five-minute time limit when all machines are in use and voters are waiting to use them. Even if intoxicated, a voter cannot be denied the opportunity to vote. If necessary, precinct officials are instructed to call the sheriff or police for assistance, but to use common sense, prudent judgment, and superior customer service when dealing with difficult voters. None of the following are valid forms of identification for voting purposes: US passport, Social Security card, or birth certificate. These forms of ID do not contain a voters address. However, a speeding ticket or school grade card are valid forms of identification because they are government-issued documents containing both a voters name and address. Ohio law requires the Voting Location Manager, also known as the Presiding Judge, to have the same political affiliation as the party whose candidate for governor received the most votes in that precinct at the last regular state gubernatorial election.

Washington Needs to Lead. Now.

By Lee H. Hamilton Originally published October 24, 2012; reprinted with permission A few weeks ago, I had a conversation with a group of prominent business leaders that Im still mulling over. We were talking about the intersection between business and government, and they were pretty unhappy. The chief target of their displeasure wasnt any of the usual suspects, though. Instead of lambasting taxes or regulations, they were most worried about uncertainty in Washington. Their business prospects, they argued, are being hurt by the inability of the political class and in particular Congress and the White House to come to terms on pretty much anything: from the yearend package of tax hikes and spending cuts known as the fiscal cliff to fixing the health care system to resolving our disagreements over immigration. Now, uncertainty is baked into our political system. As soon as a law passes, hundreds of lobbyists head for Capitol Hill to try to change it, and scores more descend on executivebranch agencies to see if they can nudge the rules implementing the law as theyre written. Legislation that seems buried for good in Congress can abruptly rise from the dead and pass both houses, while laws that passed easily a few years ago suddenly find themselves imperiled. Nothing ever gets settled in this town, George Shultz once told the House committee on which I sat when he was secretary of state. Its a seething debating society in which the debate never stops, in which people never give up. Given the nature of our representative democracy, certainty and finality are simply not achievable. Yet the businessmen I met with had an important and valid point. The range of really crucial issues on which Congress has been unable to find common ground is immense. It has yet to decide what to do about tax cuts that are about to lapse. It has a budget in place only until March and has not come to terms with the threat of deep cuts to spending that were part of the debt ceiling deal of 2011. Its left issues like the future of estate taxes, a new agriculture bill, ensuring the security of our information infrastructure, and a rickety postal service on the table. And it hasnt given a clue as to how it might want to address issues that are key to our economic competitiveness in coming decades: education, infrastructure, taxes, immigration and the like. As we near the end of the year, anyone trying to plan ahead has to confront the fact that government policy for both the near and long terms is wildly unforeseeable. And no one expects the upcoming election to clarify much of anything. This interminable gridlock in Washington produces a signal lack of leadership. Unable to formulate policy, let alone think strategically about the future, Congress punts. Which is terrible for the country. As The New York Times noted a few months ago, A rising number of manufacturers are canceling new investments and putting off new hires because they fear paralysis in Washington will... undermine economic growth in the coming months. Executives at companies making everything from electrical components and power systems to automotive parts say the fiscal stalemate is prompting them to pull back now, rather than wait for a possible resolution to the deadlock on Capitol Hill. The problem is that politicians in Washington get so wrapped up in their own world that they seem unable to recognize the consequences of their inaction and lastminute antics. The bad habits theyve developed in recent years an inability to enact a budget or address taxes, the omnibus bills that concentrate power in the hands of just a few people, the lack of transparency and overabundance of partisanship all have brought us to a point where people who depend on government to create a stable policy environment can no longer do so. Yes, uncertainty may be built into our representative democracy, but so is the assumption 7 that our elected leaders will take responsibility for bringing solidity to the policies that affect our society and economy. Politicians of both parties simply must step up their game, or theyll create chaos. Lee Hamilton is Director of the Center on Congress at Indiana University. He was a member of the U.S. House of Representatives for 34 years. For more about the Center on Congress, visit www.centeroncongress.org

(Continued from front page.) Since 2004, the Ohio Supreme Court has broadcast all of its proceedings live on cable television and over the Internet. Not only has our use of cameras not caused the types of problems our federal counterparts fear, but we believe it has clearly enhanced the publics general understanding of the judicial system. I hope our counterparts in the federal system progress to where weve come and open their doors for all the world to see. Without that access, misconceptions about what courts do will persist. A 2007 study by two political science professors examining previous research on the publics knowledge and perceptions of the courts concluded that the more the public knows about the courts, the more positive their perceptions are. People distrust what they dont understand, and we can hardly expect people to understand something they are not permitted to observe first hand.

John Carroll University Students Make a Difference in Cleveland Area schools

Through John Carroll Universitys Center for Service and Social Action, undergraduate students serve as tutors in Cleveland-area classrooms to fulfill a service-learning requirement or simply volunteer. Beginning in 2006 with three elementary classrooms and 14 college students, the program now engages over 500 children and approximately 70 undergraduates each year. JCU students are supported with textbooks and professional development from JCU and the Ohio Center for Law-Related Education. Here, three JCU Student Coordinators share why the program is meaningful for both the elementary school children and JCU tutors:

By John Jackson, 13; We the People (5th grade classroom). Jackson is a senior at JCU, pursuing a degree in political science and a minor in entrepreneurship and economics:

By Alyssa Giannirakis, 14, Youth for Justice (8th grade classroom). Giannirakis is a junior double majoring in political scienc and communications:

By Kyle Hutnick, 13, Project Citizen (10th grade classroom). Hutnick is a senior pursuing a degree in sociology with concentration in criminology and political science:

JCU We the People tutors teach Cleveland area fifth graders the basics about the Constitution, citizenship, and United States History. Teams of three to four tutors teach an hour class on a weekly basis in urban schools. The year culminates with a Simulated Congressional Hearing on John Carrolls campus where local officials and other professionals, such as state senators, judges, and lawyers in the area assess the children on their knowledge of the material. We the People exposes Cleveland area students to John Carrolls campus and provides positive role models in both the tutors and the judges. Tutors see growth in content knowledge, public speaking skills, and overall confidence of the students. I continue to return to the program each year because of the relationships I have with the students, with the hope that I am making a difference in their lives.

Youth for Justice empowers students in ways I could not have imagined. Each week, John Carroll students take time out of their schedules to teach 8th graders that they do have a voice in their communities, and that together, their voices will be heard. By researching topics of injustice, and exploring the issues together, we are teaching students that they can be an important part of a solution. This program allows college students to build meaningful relationships and grow as individuals. In addition, the program provides students in Cleveland not only enriching material, but also dedicated role models and friends. The power of this program, for me, is to watch JCU tutors and 8th grade students become more civically engaged and witness the process of change together.

For the students participating in Project Citizen, there are few things quite so valuable as the moment of awakening when they realize that their voices were heard and their concerns were addressed. Last year, 10th graders were able to advocate for stricter gun laws, more vegetarian lunch options, and better bullying policies. Many high school students want to express their feelings to their superiors, but often have no outlet to do so. Project Citizen both teaches them and gives them access to the most effective ways to communicate with policy makers. The John Carroll tutors are the students biggest allies in the process. Along the way, our JCU students have a chance to put both coursework and social justice teachings into action. I am looking forward to seeing what difference we will make this year.

OCLRE PROGRAM UPDATES

A Note about Online Registration

Whether you wish to attend a professional development session, register a team for an upcoming competition, or serve as a volunteer, the Centers online registration via our secure site is as easy as a few clicks of the mouse. Please note: you do not have to enter a credit card number to register online! Purchase order numbers and payments are accepted in the payment portion of our online forms. Questions? Call 877-458-3510 (toll-free).

Exciting Changes for Youth for Justice!

For the first time, the Center is excited to offer grants to outstanding Youth for Justice team projects. The Youth for Justice Implementation Grant, up to $500, will provide funds to help selected teams implement service projects showcased during the May 7 Youth for Justice Summit. Grant application forms will be available January 10. Learn more and apply online at www.oclre.org/youthforjustice/. Youth for Justice is a service-based learning program for students in grades four to nine. This year, teams showcasing projects at the Summit will be divided by grade level. Division One will include teams of students in grades four to six; Division Two will include grades seven to nine. At the Summit, teams will be judged in their respective categories and Outstanding Project Awards will be presented for each division.

Attention Middle School Teachers: Be Our Guest!

The Center invites you to experience its middle school programs first-hand! This spring, we hope you will join us to observe Middle School Mock Trial and/or Middle School We the People State Showcases and to learn more about how these exciting programs can help you bring democracy to life for your students. Middle School Mock Trial April 11 & 12, 2013 at the Thomas J. Moyer Ohio Judicial Center Middle School We the People May 17, 2013 at the Fawcett Center on the OSU campus

Middle School Mock Trial blends social studies learning about the law and the judicial system with important English/language arts skills including reading classic literature, writing, and public speaking. Middle School We the People meets the requirements of SB 165 and is an interactive way to teach historical documents, including the US Constitution, Bill of Rights, Declaration of Independence, and the Federalist Papers. If you have questions, need additional information, or to RSVP as the Centers guest, contact Tim Kalgreen at tkalgreen@ oclre.org or 614-485-3515.

Kindle, Google Play, or Barnes & Noble Nook. Visit http://new.civiced.org/resources/ publications/ebooks to order. The Center for Civic Education is also excited to announce the inaugural Middle School We the People National Finals, scheduled on May 3-7, 2013 on the campus of George Mason University in Fairfax, Virginia. For the first time, middle school students will have the opportunity to bring their knowledge of constitutional principles to Washington, D.C. and explore our nations capital. Additional information can be found at http://new.civiced.org/middle-schoolnational-finals-2013 or by contacting the Center for Civic Education at 818-591-9321. Space is limited to the first 50 teams nationally. If you are interested in sending your class to the first-ever Middle School We the People National Finals, please contact the Center for Civic Education and Tim Kalgreen at tkalgreen@ oclre.org or 614-485-3515.

We the People Updates: E-Books and Middle School National Finals

In addition to the hardcopy textbook, the Center for Civic Education now offers We the People e-books. We the People textbooks are available digitally via Apple iBooks, Amazon

Anniversary Special Offer!

Updated and Available on CD
In celebration of our 30th anniversary, the Ohio Center for Law-Related Education is pleased to offer its activity book for third and fourth grades at a special price of $40. Now produced in a convenient CD format, MY OHIO contains over 300 pages of classroom lessons and activities including the special section What Every Ohioan Should Know. MY OHIO is written to align with Ohios academic content standards for the social studies, and also provides all the details teachers need to conduct the lessons and activities, including background information, student activity pages, and assessments. View sample lessons and read teacher testimonials at http://www.oclre.org/ TheCenter/myohio.htm

Activities and Lessons for Grades 3-4

10

11

Reporter
P.O. Box 16562 Columbus, Ohio 43216-6562 1700 Lake Shore Drive Columbus, Ohio 43204 614-485-3510 Toll free 877-485-3510 www.oclre.org

NON-PROFIT ORG. U.S. POSTAGE PAID COLUMBUS, OHIO PERMIT NO. 4247

Schedule of upcoming events for 2013

January 25: We the People High School Competition Thomas J. Moyer Ohio Judicial Center January 25: We the People Professional Development Thomas J. Moyer Ohio Judicial Center February 1: High School Mock Trial District Competition February 22: High School Mock Trial Regional Competition March 7-9: High School Mock Trial State Competition Columbus April 11&12: Middle School Mock Trial Showcase May 7: Youth for Justice Summit Riffe Center, Columbus May 17: Middle School We the People Showcase Sept. 22 & 23: Law and Citizenship Conference