Issue 2

Fall 2018

Partnering With Teachers to Bring Citizenship to Life

SPONSORS: SUPREME COURT OF OHIO • THE ATTORNEY GENERAL OF OHIO • OHIO STATE BAR ASSOCIATION • ACLU OF OHIO FOUNDATION

A Unique Opportunity: Teachable Moment

Place-Based C3 Learning Taking Informed Action:
Civic Engagement
In June 2018, a group of 10 Ohio and eight Indiana teachers traveled
to Washington, D.C. for four days of extensive training in the
Through Inquiry
College, Career and Civic life (C3) Framework and inquiry-based
Three years ago, OCLRE embraced the
teaching. OCLRE staff led in-depth workshops to teach the theory,
C3 Framework for Inquiry, recognizing
creation, and practice of implementing inquiry. As part of their
the Framework intersects with the active
thorough learning experience, teachers with various degrees of C3
citizenship that we promote through our
familiarity visited several Washington, D.C. institutions, including
programs and resources. In prior Teachable
the National Museum of American History and the Library of
Moments, the Framework was generally
Congress, learning how to integrate primary sources into inquiry-
outlined and resources were identified. In
based lessons. Leadership and mentorship training were also part
celebration of the 2018 Law & Citizenship
of the workshops. As a result, five inquiry lessons were created,
Conference theme “Teaching Inquiry -
which will be posted on the OCLRE website this fall to be shared
Inspiring Action,” this edition will focus
with the Ohio educational community.
on Dimension Four of the Framework
where students put their knowledge to
Three participating teachers share their experiences of this trip and
practical use.
how it’s helping them in the classroom and with OCLRE program
implementation. Interviewed for this story include:
The authors of the C3 Framework speak
• Robin Lashley, 8th grade social studies teacher at of Dimension Four as putting the social
Middleburg Heights Junior High School, Cuyahoga County in social studies. It is the opportunity
• Gloria Wu, government teacher at Bowsher High School, to engage with an audience outside
Toledo Public Schools, Lucas County the classroom and become part of a
larger dialogue about our community.
• Matthew Wunderle, government teacher at Ravenna High Dimension Four re-envisions knowledge
School, Portage County //cont. P2 so that it is not the end of education, but
rather the means to the end of an informed
and engaged society. //cont. P4
In This Issue
Inquiry-Based Teaching Resources....................2 DEVELOPING QUESTIONS
& PLANNING INQUIRIES
Ohio Mock Trial Case Capsule...........................3
Welcome New Staff Member.............................3
A Deep Dive into the 4th Amendment.............3
APPLYING DISCIPLINARY
Award Recipients Announced...........................5 TOOLS & CONCEPTS
Ohio Mock Trial Rule Clarifications.....................5
Former Mock Trial Student Honored..................6
Thank You, Donors!...............................................7 EVALUATING SOURCES
& USING EVIDENCE
A Closer Look - The Use of Drones......................7

COMMUNICATING
www.oclre.org CONCLUSIONS & TAKING
INFORMED ACTION
1
 Unique Opportunity (cont. from P1)

Q: How do you think inquiry-based

teaching will enhance your teaching
style or philosophy?
MW: I believe that inquiry-based
teaching will make me a better teacher.
It challenges me to not shy away from
controversial or difficult topics, but
rather encourages me to make these
the focus of units. These types of
issues are inherently more interesting,
engaging, and exciting for students.
GW: Inquiry-based teaching captures
student curiosity through questioning
techniques, prompting them to
research sources, provide evidence,
reasoning and rationale to answer the
compelling question. Inquiry-based
teaching fosters critical thinking,
unlike standards-based teaching
which focuses on memorization, opportunities to tell my students, and bring about change. Students
recall, and recognition. “You’re right” and give them enjoy it all.
confidence that they can understand
Q: What do you think are the complex ideas. Q: How does using inquiry-based
benefits of using inquiry-based teaching enhance your use of
teaching? Q: How are your students reacting OCLRE programs (We the People,
RL: I believe inquiry-based teaching to learning via inquiry? Moot Court, Mock Trial)?
is motivational. Engaged students RL: I have incorporated a few MW: My students participate in
exhibit less negative behaviors and inquiries and the students loved them. We the People which I now realize
this type of learning helps with They asked for more! is essentially a giant IDM (Inquiry
standardized testing as the students GW: Students enjoy C3 lessons as Design Model) project. The more
look for evidence in rigorous text to it is organic and less strict. There inquiry-based lessons that I teach to
support their claims about a topic. is a question, which prompts more my students the more prepared they
Learning is individualized by the questions, thinking, and engagement. will be for We the People.
nature of this type of teaching strategy. There’s time for research and RL: Using inquiry-based lessons
MW: By crafting lessons or units in discussion, validation of sources, and will help students learn how to use
such a way that there is more than reasoning. Then time for processing, documents and other resources to
one correct answer, students engage identification of problem solving and search for evidence to support their
the question with confidence. As a conclusion. It gives opportunities for claims, which is exactly what they are
teacher, this provides me with more civic engagement to make a difference asked to do in the OCLRE programs.

Inquiry-Based Teaching; We’ve got resources to share!

The C3 Teachers website (www.c3teachers.org) is a robust collection of ideas and comprehensive, ready-to-use
inquiries. Ranging in topics from the Constitution, Declaration of Independence, Federalism, Voting, and more,
these inquiries are available for download and can readily be implemented in your classroom. The IDM Generator
supports teachers as they create their own inquiries, share those inquiries with other teachers, and make inquiry
assignments for their students to complete online. Also available are blog posts from teachers using inquiry as well
as books and articles about inquiry-based teaching. Visit OCLRE website (www.oclre.org/c3resources) to get
additional, Ohio-based inquires!
2
 Ohio Mock Trial: 2019 Case Capsule
The 2019 case, State of Buckeye v. Quinn Woolf, challenges students to consider an individual’s right to
privacy in our increasingly technological world. In September of 2018, Quinn Woolf was arrested on
charges of aggravated assault and telecommunications fraud for stealing $120 million from the State of
Buckeye’s pension fund. The state alleges that Quinn used a private, alpha-numeric code to hack into the
state’s digital wallet and drain the funds. The state is basing its claim on drone footage captured from 400
feet in the air. The footage was enhanced to show Quinn Woolf sitting under a gazebo in the backyard
of the Woolf residence with a notebook and a laptop. The enhancement revealed an alpha-numeric code
written in Quinn’s notebook that matched the code needed to access the state’s account. The defense has
filed a motion to exclude the drone footage, claiming that police violated Quinn’s Fourth Amendment
protection against unlawful search and seizure. The motion hearing will focus on the need for a search
warrant; specifically, if the contracted drone operator qualifies as a state actor and if Quinn had a reasonable
expectation of privacy.

Welcome, New Staff Member!

OCLRE welcomes the newest addition to
our team, Danielle Wilmot. She has taken
over as program coordinator for both middle
school and high school Mock Trial. Danielle,
originally from Chardon, Ohio, is new to
Columbus after relocating from the Akron
area where she spent the last two years. She
is a former high school teacher with a degree
in history from John Carroll University. During her time at
JCU, Danielle was involved with its We the People program
by volunteering as a tutor in several East Cleveland schools.
When she is not busy pursuing her passion for education and
civic engagement, she enjoys spending time with her husband
and dog in one of Columbus’ local parks.
Favorite food: Chicken Lo Mein
Favorite travel destination: Seattle, Washington
Favorite law-themed book or movie: A Time to Kill
Favorite Ohio Mock Trial witness and why: Dally Winston
(Middle School Mock Trial)–The Outsiders was one of my
favorite books growing up, and Dally always interested me. He
was rough around the edges but had a good heart, particularly
for the people he loved. The mock trial case represents Dally’s
character well and gives students an opportunity to delve into
a conversation about the complexity of character.
I am especially excited to be the mock trial program coordinator
because: It is so important for students to find their voice.
Mock Trial not only gives students the opportunity to do so,
but it teaches them how to use it in a meaningful way. Whether
students pursue a career in the legal system or just enjoy
participating in the program, they gain confidence and skills
that will continue to serve them for the rest of their lives.
A Closer Look
The Use of Drones
This year’s mock trial case is particularly interesting
because it delves into the world of drones. Drones
are a source of fascination, intrigue and sometimes
fear or skepticism. So, what exactly are drones and
what are they used for?
The use of a rudimentary unmanned aerial
vehicle (drone) came about during World War
I. Originally, they were not seen as very reliable
and did not have much use because the war ended
not long after the first drone appeared. Drones
as we know them today became a vital tool after
September 11. They provide a way to complete
vital military tasks without risking lives.
Drones are also used in a variety of other ways.
Government agencies and private companies use
drones to inspect building edifices for structural
defects as well as to survey land. They are used to
deliver packages, and to capture unique photos
and videos of places where it might be humanly
impossible to go.
As this technology continues to evolve, so too will
our understanding of possible future applications.
It seems fertile ground for more 4th amendment
issues. How does this technology impact our
privacy and what is the government’s role in
addressing these issues?
3
 Teachable Moment (cont. from P1)
In his 1968 book, Pedagogy of
the Oppressed, Brazilian educator
Paolo Freire spoke of “education
as the practice of freedom.” Freire
distinguishes education from an
oppressive “banking” model of
teaching, in which students are empty
vessels into which teachers make
deposits of knowledge. Conversely,
a pedagogy of freedom liberates
students through “education [that]
consists in acts of cognition, not
transferrals of information.” Freire
(and the authors of C3) advocates
“problem-posing education” that
engages students as participants
in the active dialogue to improve
their world.
Improving the world seems like a task
far beyond the reach of most k-12
classrooms, but it is important to
remember that the “world” is far more
subjective than it may at first seem.
Small actions, even the simple act of
engaging in a conversation, constitute
a step toward transformative change.
The action that closes an inquiry is
measured not by its revolutionary
character or mass impact, but
rather by its match to the topic and
knowledge acquired.
The C3 Framework describes this
process as an arc of understanding,
4
assessing, acting: Students gain an
understanding of a topic through
disciplined inquiry, they assess
their ability to maintain/disrupt the
status-quo, and, lastly, they take
action informed by newly acquired
knowledge. In this paradigm, the
exam is no longer the capstone of a
unit, and the choice to engage with
society becomes relevant.
As an example, imagine two students
volunteering their time one Saturday
at a local food pantry. Student A
chose to do so because it fits into
their schedule and fulfills a volunteer
requirement for National Honor
Society. Student B is volunteering
as the capstone to a weeklong study
Improving the world seems like a task far beyond
the reach of most k-12 classrooms, but it is
important to remember that the “world” is far
more subjective than it may at first seem.
of the social and economic costs of
homelessness. Although both are
completing an academic requirement,
and both will experience the “warm
fuzzies” that come from doing good
for others, only one will understand
how their work disrupts the cycles
of systemic poverty that lead to
homelessness. Which student is
likely to have a more meaningful
experience? Which student is more
likely to volunteer again after the
graduation requirements go away?
The options for taking informed
action broaden and expand as
students diversify their own
worldview, and as they tackle
subjects in a new and different way.
Through the process of inquiry,
the ongoing dialogue encourages
students to think about change,
draw connections to current events,
and consider their role as a member
of society. A unit involving public
policy is not limited to the stock
standard “call your legislator to
advocate for X legislation.” Instead,
using informed practice, students
can engage in a variety of informed
civic engagement as wide-ranging
as practicing civil dialogue with a
peer, to drafting model legislation,
to fundraising for a social cause.
Initially educators will need to
make suggestions and help students
draw connections to opportunities
for change (the banking mindset
takes time to break), but eventually,
students will come to expect the
“what can we do about it?” question
and will generate their own options
to engage.
OCLRE’s focus on Dimension Four
kicks-off September 17th at the 2018
Law & Citizenship Conference
and will continue throughout the
academic year. Conference sessions
are designed to offer teachers ideas
and strategies for bringing inquiry and
action into the classroom. To register,
or learn more about the conference,
visit www.oclre.org/lcconf.
 Eiler, Founders’ Award Recipients Announced

On behalf of the Ohio Center for Law-Related Education and its Board of Trustees, it is a pleasure to announce the 2018
recipients of OCLRE’s highest honors.

Lori U. Eiler Award for Mock Trial Coaching Excellence

Katy Osborn is co-founder of and legal advisor to Springfield High School’s mock trial and moot
court teams. In the words of fellow SHS mock trial advisor Megan Farley, “[Katy] does more
than act as a legal advisor to a team… she fundraises, organizes social activities for the kids to get
to know each other, and makes herself available to help with college applications and letters of
recommendation. She dedicates herself to the students and works with them individually and is
always available for an extra practice with a less experienced student to help them become their
best or overcome their nerves.”

Katy is Of Counsel with Bricker & Eckler and her practice includes education, employment,
estate planning, trusts and probate administration.

Founders’ Award

Dan Hilson served on the OCLRE Board of Trustees for more than 20 years, alongside founders
Anthony Celebrezze, Jim Phillips, and Benson Wolman. Dan has contributed significantly to the
growth and sustainability of OCLRE and is among its staunchest advocates before key decision
makers in state government. His commitment to the mission and core constituents is unparalleled.

Hilson is a shareholder at Roetzel & Andress.

In a 2002 article he wrote for the OCLRE newsletter, Reporter, Dan best described his belief in
the importance of civic education, which further highlights why he is a most deserving recipient
of the award:

“If our system of government is to survive, it is imperative that future generations not only understand the principles of
our system, but that youth embrace it through active participation.” ~ Dan Hilson.

2018-2019 Ohio Mock Trial Rule Clarifications

To more accurately reflect the Ohio Rules of Evidence, we have reorganized the evidentiary rules contained in the Mock
Trial case file. All examples have been moved to a separate section immediately following the simplified rules of evidence.

While all exhibits are stipulated as admitted, they are bound by all other simplified rules of evidence. In order to testify to an
exhibit, the witness must have prior knowledge of that exhibit .

Pre-trial is a brief conference to address items such as permission to film, judicial preferences, student accommodations, etc.
Students should not present judges with any materials other than completed scoresheets. OCLRE provides all judges with a case
summary, errata sheet, and any other necessary materials.

The Competition Committee members are individuals with particular interest and experience in the Ohio Mock Trial
Program, including site coordinators and former Mock Trial advisors from various regions of the state. The committee meets
prior to the case release to review feedback and address potential rule changes. The committee has the authority, in consultation
with OCLRE, to impose sanctions for rule violations up to and including disqualification.
5
 Former Mock Trial Student Receives Top Honor
Congratulations to Hope Lewis, former Mock Trial
participant from West Jefferson HS, who was one of the
winners of the Columbus Dispatch-Motorist Scholar
Athlete Award. She was voted as one of Ohio’s “best and
brightest”. We agree! We are excited that OCLRE’s Mock
Trial is a part of Hope’s impressive credentials.
Who are the Dispatch-Motorists Insurance Group Scholar
Athletes?
Reprinted with permission;
complete article available @dispatch.com
Introduced in May 1982, the Dispatch and Motorists
Insurance Group Scholar-Athlete Awards annually
honor the best and brightest high school students in
central Ohio.
In early March, The Dispatch mailed nomination forms
to 117 area high schools, asking administrators from each
school to select two seniors — one girl and one boy — as
their institution’s top scholar-athletes to vie for $94,000
in college scholarships.
These scholarships are funded by Motorists, Wolfe
Associates, OhioHealth, Atlas Butler and the family of
Capt. Warren B. Sneed. Awards and scholarships were
presented at the 2018 Scholar-Athlete Awards banquet
on June 6 at the Greater Columbus Convention Center.
This year, 212 scholar-athletes from 111 participating
schools were selected. Each honoree received free
admission to the event as well as a plaque and gift bag
from the program sponsors.
6
Top female Scholar-Athlete
Who: Hope Lewis
School: West Jefferson
Grade-point average: 3.95
Scholarship: $10,000 // Motorists Insurance
Sports played: Soccer (4 years), track (4), basketball (3)
Academic highlights: National Honor Society member;
honor roll all four years; scored 29 on ACT
Athletic highlights: Three-time first-team all-district in
soccer; all-league in basketball
College choice: Otterbein (anticipated major:
biochemistry)
Photo location: I chose the Franklin County Court of
Common Pleas to represent the side of me not involved
in sports. I participate in mock trial, which has had a
huge impact on my life and has given me public-speaking
skills and self-confidence.
Inspiration: My mock trial adviser and government
teacher, Mrs. Jenny Siddiqi, comes into school every day
with a positive attitude even when her students don’t.
Home front: I live with parents, Shari and Jeremy, as well
as my brother, Andrew, 22, and my sisters, Erica, 16, and
Autumn, 13.
Favorite subject: Chemistry gives me the opportunity to
prove things to be true. It’s easy for a textbook to tell
you that something is true, but it’s amazing to do an
experiment to prove it.
Least-favorite subject: English is the subject I’ve
struggled with since I was little. I am better at thinking
literally rather than abstractly.
Favorite book: “The Scarlet Letter.” The main character,
Hester Prynne, is a strong female role model who doesn’t
let social barriers prevent her from being the person she
wants to be.
Words to live by: “Be kind whenever possible. It is always
possible.” – Dalai Lama
 A Deep Dive into the
Thank You, Donors! 4th Amendment. Join
Constitution Camp!
The Ohio Center for Law-Related Education is grateful to
the following individuals and organizations for their kind and
generous support of our mission to partner with teachers to bring
citizenship to life. Donations listed were given between August
1, 2017 and July 31, 2018. Often, donors recognize teachers or
students who have made a tremendous impact.

Sponsors $200 - $299

Supreme Court of Ohio
Attorney General of Ohio
Ohio State Bar Association
American Civil Liberties
Union of Ohio Foundation
Charitable Funders
Ohio State Bar Foundation
AmazonSmile Foundation
Center for Civic Education
James Madison Legacy Project
Columbus Foundation
Hubert A. &
Gladys C. Estabrook Lisa & Steve Eschleman
Charitable Trust
Kroger
Staples Foundation
TechSoup
$1000 or more
Alvin R. Bell
Gregory Snyder
$500 - $999
Richard A. Dove
$300 - $499
Daniel Hilson
John Quinn
Pierce Reed
Marion Smithberger
Lisa Eschleman
Thomas E. Friedman
William Martin
$100 - $199
Christine Ardley &
Douglas Buchanan
Pamela Vest Boratyn
Steven Dauterman A principal looking through a student’s
Michael Farley backpack left on the bus. That’s
Karyn Justice
reasonable, right? A GPS tracking of
Georgia Lang
John Leavitt, in honor of
a suspect’s car. Is that legal? Police
looking through cell phone data. Does
Richard Smith that require a search warrant? What’s
legal? What’s unconstitutional? What
$25 - $99 are your students asking?
Anonymous
Bethany Vosburg-Bluem Join OCLRE at Constitution Camp
Christy Farnbauch on October 22-23 as we explore these
Tim Kalgreen questions and others with a deep dive
Kate Strickland into the 4th Amendment’s protections
Derek Walden of unreasonable searches and seizures.
Hear from content experts, Dr. Lawrence
In-Kind Contributions Baum, professor emeritus from Ohio
Columbus State State University Department of Political
Community College Science, and Sam Peterson, deputy
Ohio Attorney General solicitor general at the Ohio Attorney
Ohio Channel General’s office. Leave with hands-
Ohio State Bar Association
on materials to enhance your teaching.
Supreme Court of Ohio
Learn about OCLRE programs We the
People and Moot Court that will engage
your students.

Sign up now at OCLRE’s Professional

Development page.
See how your gift will impact Ohio’s young citizens.
Visit oclre.org and click DONATE. Contact Tim Kalgreen
(tkalgreen@oclre.org; 614-485-3515)
for more information.
7
 1700 Lake Shore Drive
Columbus, Ohio 43204
(p) 614.485.3510 • (f) 614.486.6221
www.oclre.org

Schedule of Events

SEPTEMBER JANUARY APRIL

17 Law & Citizenship Conference
18 Introduction to Mock Trial
Professional Development
OCTOBER
22-23 Constitution Camp
26 Youth for Justice & Project Citizen
Professional Development
NOVEMBER
16 Advanced Mock Trial
Professional Development
12 High School Mock Trial 26 Moot Court State Competition
District Competition
MAY
FEBRUARY 2, 3, 10 Middle School Mock Trial
1 High School We The People State Showcase
State Competition 17 Middle School We The People
12-13 Ohio Government in Action Showcase
(TENTATIVE)
15 High School Mock Trial
Regional Competition
25 Youth for Justice & Project Citizen
Professional Development

DECEMBER MARCH
6 Introduction to Middle School 7-9 High School Mock Trial
Mock Trial State Competition