Issue 2

Fall 2015

Mock Trial: The Real Deal for Teachers and Students

Every educator should love mock trial.
It develops students skills like reading,
writing, public speaking, critical thinking,
and confidence. We get to work with
amazing students. We all know that. But
mock trial is a tough sell sometimes to
teenagers. We are asking students, who
By Zach Wilkerson,
are often involved in dozens of activities,
teacher and mock
often working part-time jobs, and with
trial advisor, Westerville busy social lives, to invest themselves in an
North High School
activity in which they may only compete
once a year. To invest themselves in an
activity that could take, as a whole, roughly
2,325 hours in practice and in competition over their career (yes,
I had a student calculate that this yearonly in Mock Trial), and to
take on the load of another AP class (as another one of my students
told me this year). Sometimes, when we get the students to come
on board, its still hard to get them to take the investment all the
way. Its a lot to take on.
But the rewards are immense. Its worth it. When students invest
themselves totally in mock trial, there isnt a single activity in high
school that has more to offer them. The key is getting students there
and letting students know what rewards they can reap because of
their hard work.
So, how do the coaches of Westerville North get them there? Here
are some strategies weve used throughout the past year:
Recruitment is a yearlong process. We put the word out at
the beginning of the year and have the standard informational
meetings, but there are a lot of methods we use that work
better. The most effective way to bring new students in the mix
is through current members. Im always asking our students to
cheerlead the program to their friends. We ask teachers to
recommend students to us. We even put on a dress rehearsal
before competition in the auditorium, so students can see what
we are all about and maybe join us next year. We dont always try
to recruit the best or hard-working students, or even students
who are interested in the law. We want students who have a
passion for team, who are coachable, and who can get along with
one another.
The concept of team is paramount for WNHS Mock Trial.
Throughout the season, the goal is to build the group into a family.
When they come to rely on each other, our teams are always
most successful. Our students hold work sessions before practice
at least twice a week without a coach. While they certainly work
during this time, its mostly a time to bond. We encourage our

older members to plan social activities with the group, paying

special attention to new team members. They always go out to
dinner before competition. When students become friends and
build a respect for each other, they are more motivated to work
hard for themselves and for each other. Its rewarding to see
students from all across the social spectrum come together to
create a whole. This family structure is what helps students get
through the season, from beginning to end, when the workload is
stressing them out.
Student activity and engagement in practice might be the most
important thing coaches can do to keep students going once
theyre in the door. Keeping practice fresh, especially if youre
preparing for state competition after months of working the same
case, can be tough. Its not unusual for us, as for many teams

IN THIS ISSUE
Get to Know Caitlyn Smith, Mock
Trial & Moot Court Program Coordinator.................................2
2016 Mock Trial Case Capsule:
State of Harmony v. Riley Green............................................................. 3
The Cost of Innocence: Law & Citizenship
Conference Keynote Speaker:
Professor Mark A. Godsey..............................................................4
2015 Law & Citizenship
Conference Highlights......................................................................5
Hard Work & Ice Cream: A Conversation
with Justice Judith Ann Lanzinger..................................................6
Teachers Tell Us Why We the People is a
Great Fit for the Middle School Classroom.............................10

Id suspect, to lose some students. This is especially tough with

witnesses. So, we take the approach of making sure every student
understands the law and the puzzle of the case as well as the
attorneys do. Everyone reads the case law (not all at once!) and
everyone learns the rules of evidence. We have a number of
activities designed to teach these concepts along with keeping
everyone doing something different. Some teams hold boot
camps where only new students learn the basics, but we find it
more effective to bring older students in to mentor new students
and develop relationships that will help new students along when
they struggle with some of the concepts throughout the season.
We also like to send certain veteran students off with a group and
let them do their own thing. This helps increase ownership of the
activity for both the veteran and the new member.
As educators, above all, we invest in our students, believe in them,
and give them whatever time we can. I know a lot of teams that
have five or six teams (or ten, which is amazing). We would love
to field that many teams. But to us, a somewhat smaller group
that we can invest in totally is more effective. While weve had
three teams, and have considered going up to four, even with
an expanded coaching staff, weve found that the activity is a lot
more rewarding for students when we can work with a more
manageable number.
Buy in from the school is important. We ask our school to
acknowledge our students on the marquee outside, to put on
announcements, and weve even managed to have our students
earn varsity letters for their participation. While we never
expect to be recognized the way a sports team is, the extra
encouragement from the school and the community is key. Its
helpful to invite administrators to competitions, or even practices,
so they can see the importance of what were doing.

So, what do students get out of mock trial, beyond whats outlined
above? I decided to ask my students. Here are a few of the things
they told me:
I understand my rights and my legal recourse now.
I developed public speaking skills for my political career.
Im confident in what I say, and I can convince people that Im right
more easily.
Mock trial tests your intelligence, your wit, and your perseverance skills
that are useful no matter what career you intend to pursue.
It is a community of close knit, active minds, that however different, work
together to achieve one goal.
I loved the opportunity to compete against the best in the world on the
national stage.
Mock trial has fundamentally redefined my critical thinking and public
speaking skills to a level that I feel confident speaking in front of anyone.
I love all the amazing pep talks from the coaches.
The most important part of mock trial wasnt winning or even gaining
confidence. It was meeting all the people along the way. Almost all my
close friends come from mock trial.
Mock trial is not about state championships. Its not about best
attorney awards. To me, its not really even about the law. As
a teacher, its about the moments with the students. Its about
watching a student become the witness he is playing. Its about
watching a student deliver her first killer cross-examination. Its
about the opportunity to watch students perform better than they
ever thought they could. Westerville North had an excellent season.
We were first in the state and tenth in the nation, but what really
made the season excellent was all the growth I saw in our students
and they saw in themselves. I hope mock trial can do the same for
your students, as well.

Get to Know Caitlyn Smith, Mock Trial &

Moot Court Program Coordinator
Im Caitlyn Smith. I was born and raised in Columbus, Ohio. I earned a Bachelor of Arts from Denison University, and a
Master of Social Work from the University of Illinois Chicago. I recently moved back to Ohio after seven years working
in Illinois.
Favorite ice cream flavor: Graeters Black Raspberry Chocolate Chip.
The most unusual job Ive ever had: When I was in high school at Fort Hayes Metropolitan Education Center,
I worked weekends wearing a rooster mascot costume and walking around the North Market (a farmers market in
Columbus, Ohio.) It was a strange job, but a lot of fun!
Favorite law-themed movie: Chicago because, how many movies have musical courtroom scenes?!?!
Favorite Ohio Mock Trial case: State of Ohio v. Dakota Allen because I learned a lot by reading it!
I am especially excited to be the mock trial and moot court coordinator because: I am a proud OCLRE alumna, and
participated in several programs when I was growing up. I have always been a fan of the organization. I am looking forward to working with
all of our wonderful volunteers, bright students, and dedicated teachers!

2016 Mock Trial Case Capsule:

State of Harmony v. Riley Green
AJ Bryant has attended the medieval fair in Buckeye, Harmony for
several years, and is hoping that this years archer costume is authentic
enough to win the costume contest. AJ is attending the fair with a
friend, Sam Jones, who lives near the fairgrounds. As they are walking
to the fair, the pair stop at a convenience store and, while inside, AJ
causes a disturbance while playing in character with a bow and arrow.
The store owner calls the police, and as Officer Green arrives on
the scene, he/she finds Sam and AJ arguing in the parking lot. AJ pulls
out his bow and arrow, and Officer Green makes the decision to
use deadly force to prevent further harm. Officer Green is charged
with felonious assault and the case has been bifurcated; the Court
will first hear testimony on Defendants affirmative defense that the
use of deadly force was justified. This case will explore the Fourth
Amendment protection against unreasonable searches and seizures
as it applies to the use of force by an officer to deter or eliminate the
threat of harm to the public and officer.

Special thanks to:

Special thanks to the University of Dayton students who served on
the case committee: Gurjot Kaur, Sean Kenny, Ethan McNemar, Kailey
Ruggiero, Kristy Shoeck, Sydney Skidmore, Nikita Srivastava

Get your copy of the case by attending the Law & Citizenship
Conference, September 20 & 21! A variety of sessions - including
the presentation of the 2016 case - relevant to mock trial, civics and
government classes will be offered.View the conference schedule here.
Mark your calendar for the
following 2016 Ohio Mock
Trial competition dates!
District Competition:
January 29
Regional Competition:
February 19
State Competition:
March 10 12
As always, we thank the case committee members for their dedication
to this years case. OCLRE couldnt do it without you!
Gerrod Bede, Esq. Organ Cole LLP
Paul Cox, Esq., Paul Cox Law Office
Drew Dennis, ACLU Ohio
Stephanie Graubner Nelson, Esq., Supreme Court of Ohio
Bob Hart Esq.
Jon Hsu, Esq., Ohio Environmental Review Appeals Commission*
Laura Jurcevich, Esq., Perez & Morris
Kara Keating, Esq., Franklin County Prosecutors Office
Joyce Martin, Esq.
Julie Lindstrom, Esq.
Ashon McKenzie, Esq., Ohio Attorney General
Joe Neff, Esq., City of Cincinnati Solicitors Office
Diana Ramos-Reardon, MPA, JD, Supreme Court of Ohio
Colleen Rosshirt, Supreme Court of Ohio
Adam Schira, Esq., Dickinson Wright
Jeremy Young, Esq., Roetzel & Andress*
*Co-Chair

Editors Note:
An article published in the previous edition of Reporter
(Historic Firsts, Old and New, in the Courts, by Pierce
J. Reed, Winter 2015, p. 9) indicated that ...U.S. District
Court Judge Benita Y. Pearson became Ohios first female
federal judge later that year [2010]. The sentence should
have read U.S. District Court Judge Benita Y. Pearson became Ohios first African-American female federal
judge OCLRE extends its thanks to Magistrate William
Vodrey, Cleveland Municipal Court, for catching the error
and bringing it to our attention.

The Cost of Innocence: Law & Citizenship Conference

Keynote Speaker Professor Mark A. Godsey
On November 21, 2014, Ricky Jackson took
his first steps outside as a free man in almost
four decades. With a smile on his face, 57
year old Jackson re-entered a world that
barely resembled the one he left at the age
of 18, when he was sentenced to death for
a murder he did not commit. His sentence
was later commuted to life without parole,
and was finally overturned completely when
the prosecutions only witness against him, a
then 12 year old boy, wrote a letter to say that
he was pressured by the police to give false testimony. Mr. Jackson
carries the dubious distinction of being the longest serving person to
be exonerated in U.S. history, after serving 39 years in prison. The
judge dismissing the case remarked that Life is full of small victories,
and this is a big one!
Mr. Jackson was aided in his struggle by the attorneys and students
of the Ohio Innocence Project (OIP) at the University of Cincinnati
College of Law. Since it was started in 2003, OIP Director and CoFounder, Professor Mark A. Godsey has led his team to successfully
secure the release of twenty-three wrongfully convicted individuals,
with additional cases currently in progress.

In 2005, OIP scored its first victory with the parole of Gary Reece,
a man who was convicted in 1979 of rape and attempted murder.
Professor Godsey and his team helped convince the Ohio Parole
Board to unanimously approve Reeces parole after he served 25
years in jail based almost solely on the uncorroborated testimony of
a witness with a history of self-mutilation and mental illness. At the
time of his parole, Reece had another 50 years remaining in his 75
year sentence.
The stories of individuals like Mr. Reece and Mr. Jackson are cause for
celebration, but they must also serve as reminders of the staggering
human cost of a wrongful conviction. According to the National
Registry of Exonerations, 1,625 wrongfully convicted individuals
have been freed since 1989, with the number growing each day. It
is impossible to predict with any certainty how many individuals
are serving time for crimes they did not commit, but estimates of
wrongful convictions for violent felonies range anywhere from 1-5%.
If even 1% of the individuals currently serving in U.S. prisons are, in
fact, innocent, this would mean there are 22,000 wrongfully convicted
individuals incarcerated. Whether you believe these numbers
represent a significant problem with our criminal justice system, or
that they are simply unfortunate flukes, it cannot be denied that the
work done by Professor Godsey and his team is indispensable.

OCLRE Announces Award Recipients

On behalf of the Ohio Center for Law-Related Education and its Board of Trustees, it is a pleasure to announce the 2015 recipients of
OCLREs highest honors.
Lori Urogody Eiler Award for Mock
Trial Coaching Excellence
For 13 years, Chuck Jarrett has volunteered
as the legal advisor to the Orange High
School mock trial teams. Orange High
School teacher Dave Chordas said of Jarrett
[M]ore important than awards are the
life skills our students learn from a dedicated
mentor like Chuck. [He] is largely responsible
for inspiring our students to think analytically,
to prepare, and to strive for excellence.
In her nomination letter, a former Orange High School mock trial
student, now a J.D. candidate, wrote, Though I only worked with Mr.
Jarrett for my junior and senior years of high school, I still view him as
a professional adviser, which I believe demonstrates the value he puts
in[to] his relationships with students.
Jarrett is Progressives Chief Legal Officer, a position he has held since
joining the company in November 2000.

Founders Award
Mary Groth has coordinated Cuyahoga
County District and Regional Ohio Mock
Trial competitions for more than 15 years.
A major undertaking in and of itself, in
addition to coordinating the countys district
and regional competitions, she manages a
number of other outreach programs for
Cleveland Metropolitan Bar Association
(CMBA), including the Cleveland Mock
Trial Competition, the 3R program, the
Cleveland Homeless Legal Assistance Program, Books for Kids,
Volunteer Lawyers for the Arts and the Pro Bono Bankruptcy Project.
In their joint nomination letter, Cleveland Metropolitan Bar
Foundation (CMBF) President Hugh McKay and CMBA/CMBF
Executive Director Rebecca Ruppert McMahon wrote: Mary truly
stands as an inspiration to all those who work in the community
engagement space. Absent Marys commitment to public outreach, her
engagement of a broad spectrum of stakeholders and volunteers, and
her passion for changing lives one person at a time, the CMBA would
not have accomplished all that it has.
Ms. Groth is Director of Development & Community Programs for
the Cleveland Metropolitan Bar Association.

Mr. Jarrett and Ms. Groth will accept their awards on September 21 at
the OCLRE Law & Citizenship Conference in Columbus.

2015 Law & Citizenship Conference Highlights

by Ryan Suskey, Dirctor of Professional Developement and
Programs.
As the new school year begins, OCLRE is excited to bring you
another year full of interesting programs and learning opportunities.
Join us for our first event of the 2015-2016 school year, the 25th
Annual Law & Citizenship Conference. Featured sessions include:
Sunday September 20
Teacher Ambassadors from the Ashbrook Center will speak with
teachers about the 50 Core Documents and best practices in
teaching American History and Government. Ashbrook will lead a
session packed full of resources and ideas to enhance the way you
immerse your students in the study of our nation.
Reenactors from the 502nd PIR Company B 101st Airborne
will present living history displays and talk about their classroom
resources. The company was formed for the educational purpose
of bringing to life the history and experience of the United States
Airborne Soldier from 1941-1945.
Ever wondered what makes a winning mock trial team? A panel of
experienced mock trial judges will discuss what they look for in
choosing a winner, and take questions from the audience.
Rebecca Favorito, a scholar from The Ohio State University, will
discuss the enduring legacy the Magna Carta has had on American
Government as we celebrate the 800th birthday of the Great
Charter!

Monday September 21
Instructors from the Ohio Peace Officer Training Academy will
present on the 4th Amendment to the United States Constitution
and how it informs training police officers receive at the academy.
Get a head start on this years high school mock trial case by
hearing from the experts!
Ever wondered how a case makes its way from common pleas
to Ohios court of last resort? Judge Patrick Fischer of the First
Appellate District of Ohio will speak about Ohios appellate
process and how it compares with and overlaps with the federal
appellate process.
To follow on Chief Justice Maureen OConnors session last
year about proposed judicial elections reforms, Professor John
C. Green of the Ray C. Bliss Institute of Applied Politics at the
University of Akron will speak about the findings of the 2014 Ohio
Judicial Elections Survey.
Ohio recently launched the first-ever state specific branch of
Justice Sandra Day OConnors iCivics website. Hear from iCivics
Ohio about the new resources available to Ohio teachers, and
how implement its lessons in the classroom.

Funds Available for Teacher PD,

Student Participation
Attention teachers in Montgomery, Hamilton, Butler, and Franklin Counties: Grant funding is available to help your school
tackle the challenge of OCLRE programs as part of the 2015-2016 Fellowship Class. Fellowship teachers will receive funding and professional development to lead their students through Mock Trial, Moot Court,We the People, Project Citizen or Youth for Justice. Limited to
teachers who have not previously implemented an OCLRE program. Interested teachers should contact Ryan Suskey at rsuskey@oclre.org for
application and details.

Hard Work & Ice Cream: A Conversation

with Justice Judith Ann Lanzinger
By Kate Strickland, Deputy Director
This spring, I had the privilege to sit down
with Justice Judith Ann Lanzinger of the
Supreme Court of Ohio to talk about
her distinguished tenure as a member
of the judiciary, and her educational and
professional roots as a teacher. During our
hour-long conversation, Justice Lanzinger
shared her insights from experiences at all
four levels of the state judiciary, her hopes
for improving public understanding of the
judicial system, and how the teacher in her
is still very much alive and active.
Early Influences
What do you want to be when you grow up? is one question that
middle and high school students are used to hearing and often
confident in answering. I asked Justice Lanzinger how she would have
answered when she was a student, and if there was a connection
between her answer then and the path shes taken.
When I was growing up, the career options presented to young
women were few: teacher, nurse, secretary. As a young girl growing
up in Toledo, Ohio, Justice Lanzinger enjoyed school and remembers
fondly Sister Virgilia, her seventh grade teacher and Sister Lucilla, her
high school English teacher. Both nuns challenged and encouraged her
interests in reading, writing, and grammar. Their influences no doubt
inspired Justice Lanzingers decision to major in education and English
at the University of Toledo.
Following graduation, Justice Lanzinger taught elementary school in
Toledo. At a party one summer to celebrate a friends bar passage,
she had a conversation that would inspire her to embark on a new
journey. She was told you did not need pre-law training to go to
law school and that a bachelor of education degree was enough to
start legal studies. Soon after, she enrolled in the University of Toledo
College of Law, where she the first in her family to attend college
would ultimately graduate as valedictorian of her class.
Experience at Every Level
Justice Lanzinger has the distinct honor of being the only person in
Ohio elected to all four levels of the state judiciary. I asked her to
share a bit about her experiences. Different skills are called for at
each level, she remarked.
Municipal Court Justice Lanzinger served as Toledo Municipal
Court Judge from 1985-1988. She recalls her time spent on
the municipal court bench as giving rise to some of the most
entertaining stories
Most cases involve lesser offenses and there is the opportunity
to help people, particularly first-time offenders. Unfortunately,
however, seeing people over and over again is not uncommon and
takes a lot of patience.

Common Pleas Court Justice Lanzinger served the longest (14

years) at this level of the judiciary. She sat on the bench of Lucas
County Common Pleas Court from 1988-2002. She enjoyed jury

trials and explained how being a trial court judge is part ring-master,
part teacher. I liked the responsibility and accountability of making
sure the courtroom was in good order, and ensuring that proper
procedures were followed in the best interests of all involved.
Keeping such order and balance was especially important knowing
that everything from testimony to procedure would be reviewed
if a case was appealed. And certainly cases were appealed. During her
time on the Lucas County Common Pleas bench, the justice oversaw
12 death penalty cases and more than 200 jury trials.
Court of Appeals Prior to her election to the Supreme Court of
Ohio, Justice Lanzinger served as a Sixth District Court of Appeals
judge from 2002 - 2004. I enjoyed the academic nature of this
work, where there is leisure of examining the law to a degree not
possible at the trial level. It was also the first time for the justice
to collaborate with other judges in deciding cases. (Judges in Ohios
courts of appeals sit on three-judge panels. To prevail, a party
generally must persuade at least two of the three judges to agree in
the partys favor.)
Supreme Court of Ohio Justice Lanzinger was first elected to the
states highest court in 2004, then re-elected in 2010. With a broad
smile, the justice said of her job that it is like eating ice cream every
day. The variety of cases and well-prepared attorneys make my work
an especially welcome and rewarding challenge.
Another Ohio First
The Honorable Joshua Lanzinger was appointed by Governor John
Kasich in September 2013 to serve as a judge on the Toledo Municipal
Court. He won the general election that November to retain his
seat, with his six-year term commencing on January 1, 2014. Justice
and Judge Lanzinger are the first mother-son duo in Ohio to serve
together as state court judges. One could assume that Judge Lanzinger
was influenced by his mothers career path, and I asked the justice
whether she hopes that her son might one day become an appellate
judge.
Im very proud of my son and my daughter, who is also an attorney.
My sons strong belief in public service is what ultimately influenced
him to be a judge. That is what being a member of the judiciary should
be about: public service, not status. The job plays well to his strengths.
[Judge Lanzinger] is focused on and enjoying his current position, but
down the line, perhaps he may wish to become an appellate judge.
Ever the Teacher
The judicial branch of government is, unfortunately, often referred to
as the least understood branch. I asked Justice Lanzinger what she
sees as the most significant gaps in students understanding.
The main cause for gaps in understanding is entertainment television,
such as legal dramas and reality court shows. The media often
highlight only the bad stories bad teachers, bad judges which
promotes mistrust by the public. [Media] need to get better at
highlighting the good. There are 700 judges in the state of Ohio, and
the majority of them are good judges.

Misconceptions about and mistrust of the judicial system are not

exclusive to the United States. Justice Lanzinger recalled a time when
she was teaching in Russia and was asked how, in the United States,
judgments are enforced without an army. Its trust. Trust that the
system is grounded in fairness and a duty to promote justice. We need
to improve public understanding of the judicial system to ultimately
improve trust in the system.
Though her career path changed, Justice Lanzinger continues to teach.
She taught trial practice for 18 years at her alma mater, the University
of Toledo College of Law, and teaches at the Ohio Judicial College and
the National Judicial College, where she has taught since 1990.
The justice said that she especially enjoys tailoring her teaching
to incorporate diverse learning styles. Whether teaching ethics,
incorporating a law and literature approach for kinesthetic learners
(sound familiar, Middle School Mock Trial teachers?), or an evidence
class for visual learners and technology lovers, Justice Lanzinger finds
that teaching in this way allows for more organic discussion and
decision-making.
In 2010, Justice Lanzinger started her blog Justice Judy as
a means to fulfill the obligation under the Ohio Code of Judicial
Conduct, that a judge should initiate and participate in activities for
the purpose of promoting public understanding of and confidence in
the administration of justice, 1.2 (Comment 6).

It is no secret that, with fingertip access to technology, young people

as well as adults tend to seek and gather most of their information
from online sources for better, or often, for worse. The blog
provides a safe forum in which the justice can provide unbiased
and accurate information, and interact with young people via the
moderated comment section.
Five Words
So, what advice would Justice Lanzinger give to young people
interested in pursuing a career in education or law? Her answer was
immediate and succinct.
Five words: listen, read, think, write and speak. It is critical to read
and inform oneself, process ideas and get other perspectives before
output through writing and speaking.
Sage advice for young people living in an instant-access world that,
despite technological advances to connect people, has in certain
ways disconnected thought from speech and action. Teachers, present
your students with this five-word challenge and encourage them to
listen, read, and question what they know and learn about the judicial
system.You may be the one who inspires the next great teacher, or
even a future Supreme Court justice.
Teachers can use the Justice Judy blog to prompt classroom discussion and
encourage their students to submit questions about the justice system.

State-of-the-Art Civics Education Tools Now

Available To Ohio Teachers
By Caroline Elbert, Graduate Research Fellow at the John Glenn
College of Public Affairs at The Ohio State University
Lets be frank: kids dont understand government. And they manage
to make it out of high school before really grasping this fundamental
know-how.This feeds into a larger problem, as a state and as a nation:
a generation of young adults who lack the skills of citizenship.The 2015
Nations Report Card provides strong evidence that young people and
high-school graduates do not appear to be ready for active citizenship,
or have even rudimentary knowledge about how our democracy
functions. Only 18% of 8th graders are proficient in history, and less
than a quarter are proficient in civics, according to the report.
This report card is our canary in the coalmine. So we ask, in light of
this rather disheartening assessment, what is being done to prioritize civic
engagement in the classroom?

Enter iCivics Ohio: a joint effort by the Capitol Square Foundation, the
John Glenn College of Public Affairs at The Ohio State University, and
iCivics.This partnership was convened to create free and easy-to-use
civics educational content relevant to digital learners.This resource
gives access to state-of-the-art digital civic education experiences to
every student in Ohio and is the first of its kind in the U.S.
Teachers may already be familiar with iCivics, an organization founded
by former Supreme Court Justice Sandra Day OConnor, and a recipient
of the MacArthur Foundations MACEI grant.This new partnership
iCivics Ohioworks to create a set of Ohio-specific lessons which
both align with Ohio education standards, as well as fill in gaps in the
national iCivics curriculum. So far, weve created four new lessons
targeted to 8th grade students, which can each be taught in one to two
class periods, as well as three geography mini-lessons. iCivics lesson
plans are extraordinarily user-friendly. Each one contains a step-by-step
Teachers Guide (including copying instructions), a one to two page
reading with lots of pictures and diagrams, a section consisting of two
to five learning activities, and a teachers key. Some lessons also come
with an overhead projection, a paper cutting activity, or a PowerPoint
presentation.
Lets dive in and take a closer look at one of these lessons, entitled
Manifest Destiny. This lesson teaches not only the concept and
7

the history, but also the asks students to analyze historical passages,
interpret the elements of a painting and a political cartoon, identify
technological advances that took place during the time period, shade
areas of a map, and compare/contrast the modern era with the
expansionist era.
After a brief anticipation activity, the teacher has the class quietly read
eight paragraphs, each of which is complemented by a map, document,
drawing, or photograph. Next, the class comes together to do two
informal assessment activities in which students identify whether a
sentence belongs in modern times or in the Manifest Destiny Era.The
second half of the anticipation activity is a continuation of this idea, but
in True/False format.The class answers both these activities as a chorus.
Next come five engaging individual activities. Students remain seated for
all of them.
1) First, a map activity in which students shade a U.S. map with newly
acquired territory from 1783 to 1853.This helps demonstrate the
pattern of expansion over time.
2) Second is a short matching game. Students identify technological
advances that helped the U.S. expand so quickly. For example, the
telegraph was the fast new way to communicate rather than mailing
written letters.
3) Third, students read three short passages from historical documents
and decipher meaning from the authors word choices.
4) In the fourth activity, students analyze a satirical political cartoon and
identify visual devices the illustrator uses to sway readers.
5) Last, students analyze John Gasts famous American Progress
painting, looking for story telling elements as well as searching for
details that convey the values and attitudes of the early settlers.

and social studies or we risk excluding students forever from our

democratic process and leaving them completely ignorant of how our
governmental processes works. This is the problem that iCivics Ohio
has set out to correct.We want more actively engaged young people,
we want to increase their understanding of the fundamental workings
of our government, and we want them to participate in the political
processes that surround us all.
If you havent already, check out the new Ohio-specific portal on the
iCivics website: www.icivics.com/teachers/OH. Explore these four new
lessons and three mini geography lessons. Each Ohio-specific lesson
icon is stamped with a red Ohio symbol, for easy identification. Plan to
implement iCivics Ohio into your fall curriculum, and encourage your
colleagues to do the same. Help us address the challenge of getting
young minds to be civically engaged.

Update: Cases To Watch

In the last edition of Reporter, we told you about an Ohio case State
v. Clark that was scheduled for arguments before the Supreme Court
of the United States. You may remember that this case centered on
whether mandatory reporters (such as teachers) are acting as agents
of the police when they speak with a student about suspected abuse,
and whether or not statements made to a mandatory reporter
are testimonial triggering the Confrontation Clause of the Sixth
Amendment.

American Progress by John Gast (1872) Photo credit: https://en.wikipedia.org/wiki/Manifest_destiny#/media/File:American_progress.JPG

(This image is in the public domain)

Throughout this lesson, there are numerous opportunities for students

to connect to the people and politicians of the time, and to proverbially
walk in the shoes of these early Americans.They get to add thought
bubbles to the characters in the painting, and draw in objects that
a modern settler might want for the westward journey.They think
critically to detect bias that might be evident in a historical writers
excerpt. Analysis, empathy, and critical thinking skills are just some of the
tools in the toolbox of tomorrows actively engaged citizens.
Justice Sandra Day OConnor and Senator John Glenn wrote in their
joint Wall Street Journal Op-Ed, [W]e must put emphasis on civics
8

Since our last edition, the Supreme Court has ruled in a unanimous
decision to reverse the Supreme Court of Ohio. You can read more
about the decision and a thorough explanation of the legal issues
involved at the Legally Speaking Ohio blog, run by Professor and
former Ohio state court of appeals Judge Marianna Bettman of the
University of Cincinnati School of Law.
Interested in hearing from the author? Judge Bettman will be a
featured speaker at this years Law & Citizenship Conference on
Sunday, September 20, 2015. Hear Judge Bettman and Ohio Resource
Centers Dan Langen discuss two recent Ohio Supreme Court Cases
and how they can be studied and analyzed in the classroom. Dont
miss this chance to keep your students in the loop about Ohio law.
Visit www.oclre.org/programs/LnC for more information or to
register!

Extraordinary Volunteers
We could fill volumes honoring the thousands of volunteers who give their time and expertise to support students involved in OCLRE programs.
Dedicated. Selfless. Kind.Those are just a few words that come to mind when thinking about our volunteers.Whether your name is listed here, or
perhaps in a future edition, please know that you and your contributions are valued by many including OCLRE.Thank you!
The Honorable Robert Cupp Representative
Cupp (formerly Justice Cupp, Supreme Court of
Ohio) has regularly judged the We the People
competition (state and national), as well as
the Ohio Mock Trial state finals. He and his
wife, Libby, a retired educator, are long-time
supporters of OCLRE and past recipients of the
OCLRE Founders Award.
Mike Hendershot Mike played an integral role
in the startup of OCLREs Moot Court program
and remains very involved to date, serving on
the case committee and as a competition judge.
Mike is Assistant Section Chief of Appeals for the
Office of the Ohio Attorney General.

Jon Hsu Jon does it all: Mock Trial, Middle

School Mock Trial and We the People. He serves
as serves as Co-Chair of the Ohio Mock Trial
case committee and, if youre a mocker, youve
seen him starring in the Mock Trial Case Capsule
video. Jon is Program Administrator for the
Environmental Review Appeals Commission.

BethAnn Hullinger BethAnn is energetic,

enthusiastic and loves working with students.
She has volunteered for nearly every OCLRE
program.

Ed Krauss Ed is a loyal and enthusiastic We

the People and Youth for Justice judge. Ed is
a mediator with 20+ years experience and
currently works for Dispute Resolution, Inc.

Georgia Lang Georgia helped establish the

literature-based Middle School Mock Trial
program. She has lent support to the program
in so many ways, including as a teacher/advisor,
leader of professional development and as a
judge. Georgia is retired from Columbus Public
Schools.

Diana Ramos-Reardon A loyal member of

the OCLRE volunteer family, Diana is a longtime member of the Ohio Mock Trial case
committee and also served a number of years
on the Youth for Justice planning committee.
Additionally, Diana regularly volunteers to
judge Mock Trial and Youth for Justice. Diana
is Domestic Violence Counsel at the Supreme
Court of Ohio.
Steve Tilson Steve is a regular, smiling presence
at many OCLRE culminating activities, including
the We the People state competition, Mock
Trial competitions, and the Youth for Justice
Summit.Whether on the front lines serving as
a judge, or behind the scenes willing to offer
feedback for improvement, Steve is thoughtful
and genuine. Steve is with the firm Hottenroth,
Garverick,Tilson & Garverick, based in Galion,
Ohio, and is a past president of the Ohio State
Bar Foundation. Oh and in his spare time, he
plays guitar and sings in a band.
Vicky Unger Vicky is always among the first in
line to volunteer for an OCLRE program. Often
she is doing crucial behind-the-scenes tasks that
ensure participants have a good experience, like
timing We the People hearings or facilitating
during the Mock Trial competition (to ensure
competition judges make it to the right
courtroom on time and that trials run smoothly
and on time).Vicky is willing to do whatever is
necessary to offer assistance.Vicky is Executive
Director of the Ohio Jury Management
Association.
Rachel Wilson Rachel always wears a genuine
smile and is willing to help whenever needed.
Rachel brings the experience and perspective
of both teacher and attorney, and easily relates
to students. Rachel is Program Director for the
Law & Leadership Institute, LLC.

Peter Zawaly Peter is kind, fair and

experienced. He volunteers for nearly every
OCLRE culminating activity, including Mock
Trial, Middle School Mock Trial and Moot Court.
Peter is Of Counsel for the Price Law Firm,
LLC.

Teachers Tell Us Why We the People is a Great

Fit for the Middle School Classroom
By Tim Kalgreen, program coordinator
Engage the students. Keep the process student-centered.
Provide authentic assessment. These phrases are familiar to
teachers, but finding the ideal curriculum or academic program isnt
easy. The We the People program has it all. The program teaches
students about the U.S. Constitution, Bill of Rights, Declaration
of Independence and other founding documents. Students work
together to study and discuss the history, philosophies, relevance,
and changes in these documents.
Two teachers who have been implementing We the People for a
combined 22 years share their thoughts about the program and how
it has benefited their students throughout the years. Phil Hammer is
a teacher at Sycamore Junior High School in Hamilton County. Mike
Browning is a teacher at Gahanna Middle School South in Franklin
County. Mr. Browning was named the American Lawyers Alliance
National Teacher of the Year in 2014.
What made you get involved with We the People? How
long have you been participating?
PH: My department head had been to a social studies conference
with a fellow colleague and was looking for someone that would
start up the program to promote the civics and curriculum within
the history department. After listening to them share their
experiences at the conference, my colleague and I took it up. This
will be my 14th year participating in We the People.
MB: I read about We the People on line, was interested and signed
up for the workshop. This will be my 8th year competing in We the
People. Originally only my accelerated students participated, but
now my regular classes do We the People as well.
What do your students get out of participating in the
program, both educationally and socially?
PH: Working closely in teams and designating jobs is a huge benefit.
Mostly my students tell me that the speech writing, research, and
public speaking is the most valuable (aside from the most obvious
content of history). Since writing and speaking is another way to
deeply think, critical thinking and forming arguments are key.
MB: Educationally, my students gain reading and writing skills, public
speaking skills, and critical thinking skills. Socially, they improve
collaborative skills, the opportunity to receive constructive criticism
and advice from local attorneys, and the opportunity to compete.
Do your students enjoy it?
MB: My students absolutely love We the People because we can
tailor it to their ability level so it is challenging and it allows them
to put their knowledge of the founding documents into a real life
application. We the People is the favorite unit for the majority of my
students in our curriculum.
PH: My students love We the People and wish our high school would
start it up. It would be great to continue it at that level.
What keeps you teaching We the People?
PH: I have found no better source of curriculum that is better
at teaching the founding principles of our country and our
10

Constitution than We the People. So many students continue to

show up with little or no understanding about how our country
was formed and what our Constitution says. The knowledge
and application this program gives students is fundamental to a
successful and thriving society. When students are able to articulate
the arguments surrounding the Constitution and the Bill of Rights,
where our Founders got their ideas, and the history that brought
them to 1776, our future will be a better place.
MB: I feel that We the People brings the Constitution and founding
documents to life by integrating real life questions and current
issues. It also fits perfectly with state standards and focuses on
research skills, higher level thinking skills, reading and writing skills,
collaborative skills, and public speaking skills.
What makes this program educational?
MB: We the People fits perfectly into the 8th grade American History
curriculum. As mentioned before, it hits skills students need to learn
like collaboration, critical thinking, application of reading and writing
in the content area, and public speaking opportunities.
PH: This is one of the best things educationally we do. More
valuable than spelling bees, geography bees, choir trips, school plays,
etc. Students learn about our countrys history, legal cases, founding
principles, values, and primary document writings of how [our
country] came to be. This is one of the most important tasks we
can instill in our children.
What do you want teachers who arent participating
in We the People to know about the program?
PH: For those teachers [who] dont do this program, I would say
that We the People fits perfectly into the already existing curriculum.
Despite the fact that there is so much more to cover in the year
than what is outlined in We the People, the foundation of a lot of 8th
grade curriculum is in sync and should be used in conjunction with
normal curriculum.
MB: We the People is the perfect supplement when teaching the
Constitution. It will also fit every aspect of the standards and it is a
way to bring positive attention to your history class. On top of all of
this, your students will really enjoy We the People.
Middle and high school teachers can learn more about We the People
by attending professional development on Saturday, October 10 at
the OCLRE office in Columbus. Information can be found at www.
oclre.org/professional-development or contact Tim Kalgreen at
tkalgreen@oclre.org or 614-485-3515.

Congratulations Bob!
Bob Priest (Van Wert High School) was named 2015 American Lawyers Alliance Teacher of the Year, and
accepted his award at the ALA Annual Meeting this summer. Congratulations, Bob - and thanks for all that you
do to help young people learn and appreciate what it means to be an active, engaged citizen!
Bob now principal at Van Wert High School taught American Government and implemented
We the People in his classes for more than 15 years.

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, 2014 and July 31, 2015. Often times,
parents recognize teachers who have made a difference in their childrens lives. Congratulations and thank you!
Sponsors
Supreme Court of Ohio
Attorney General of Ohio
Ohio State Bar Association
American Civil Liberties Union of Ohio
Foundation
Corporate & Charitable Funders
Ohio State Bar Foundation
AmazonSmile Foundation
Kroger
TechSoup
$1000 or more
Anonymous
Columbus Bar Association Alliance
$500 - $999
Rick Dove
Lisa Eschleman
Thomas E. Friedman
Dan Hilson
Marion Smithberger

$300 - $499
Pierce Reed
$200 - $299
John Quinn
$100 - $199
Douglas Buchanan
Steven Dauterman
Joseph & Robin Hegedus
William M. Owens
$50 - $99
The Columbus Foundation
Karyn Justice
Georgia Lang
Dennis Lyle
Ohio State Bar Association Staff
Diana Ramos-Reardon
$26 - $49
Pepper Bates
Pamela Vest Boratyn
Jonathan Hollingsworth

Up to $25
Anonymous
Michael Borowitz
Shirley Cochran
Elizabeth Deegan
Carla F. Johnson, in honor of Lakota East High
School
Tim Kalgreen
In-Kind Contributions
Capital University Law School
Columbus Public Library
Columbus State Community College
Grange Audubon
Ice Miller, LLP
John Carroll University
Ohio Attorney General
Ohio Channel
Ohio State Bar Association
Porter,Wright, Morris & Arthur, LLP
Supreme Court of Ohio

11

Reporter

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

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

Schedule of Events
SEPTEMBER
19 Mock Trial professional development
20 Law & Citizenship Conference
21 Law & Citizenship Conference
OCTOBER
10 We the People professional development
24 Youth for Justice/Project Citizen
professional development
NOVEMBER
4 Middle School Mock Trial professional
development
17 Ohio Government in Action
18 Ohio Government in Action
DECEMBER
8 Moot Court professional development

JANUARY
22 We the People High School Competition
29 Mock Trial District Competition
FEBRUARY
19 Mock Trial Regional Competition
MARCH
10 Mock Trial State Competition
11 Mock Trial State Competition
12 Mock Trial State Championship
APRIL
14 Middle School Mock Trial State Showcase
15 Middle School Mock Trial State Showcase
22 Middle School Mock Trial State Showcase

MAY
4 Youth for Justice/Project Citizen Virtual
Summit
13 We the People Middle School State
Showcase
20 Moot Court Competition