Kaitlyn's+LEDP

=__Unit on 12 Angry Jurors__=



Class Description:
High school drama class

Goal:
Students will study the script //12 Angry Jurors// by Sherman L. Sergel (Teleplay by Reginald Rose).* It will be a 5 day unit including a mock trial.
 * Originally set in 1956 and titled 12 ANGRY MEN, the once all-white, all male play has been updated to take place in the current day in Brooklyn, New York, with a diverse cast of men and women (as you would see on any urban jury today).

Learning Principles:
This unit utilizes the Active, Critical learning principle by engaging students in critical thinking about the process of being on a jury and actively involving them in the mock process. It utilizes the Semiotic Domains Principle by encouraging the students to participate in the world of a trial. It utilizes the Transfer Principle because students will learn about the aspects of a jury and a mock trial prior to reading the play. It utilizes the Cultural Models about the World Principle because of the nature of a trial and the responsibilities the jurors need as well as the decisions based on a real life court case.


 * Active, Critical Learning Principle: All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.


 * Semiotic Domains Principle: Learning involves mastering, at some level, semiotic domains, and being able to participate, at some level, in the affinity group or groups connected to them.


 * Transfer Principle: Learners are given ample opportunity to practice, and support for, transferring what they have learned earlier to later problems, including problems that require adapting and transforming that earlier learning.


 * Cultural Models about the World Principle: Learning is set up in such a way that learners come to think consciously and reflectively about some their cultural models regarding the world, without denigration of their identities, abilities, or social affiliations, and juxtapose them to new models that may conflict with or otherwise relate to them in various ways.

Objectives:

 * Students will understand the role of biases in the judicial system


 * Students will understand how a trial works


 * Students will gain perspective about the concept of “reasonable doubt” which is an important theme in the play //12 Angry Jurors// by Sherman L. Sergel (Teleplay by Reginald Rose)


 * Students will be able to communicate the themes from the play and their comprehension of the script in an essay

Materials:
> Online copy here: [|https://docs.google.com/document/d/1irVXTuMAQESSwtoqOtQiC_-5dZa59LCmOxA_IQzlxww/edit#]
 * Copies of //12 Angry Jurors// by Sherman L. Sergel (Teleplay by Reginald Rose)


 * 5 tables


 * Chairs for each students


 * Name tags with name of each role


 * A set of car keys


 * Verdict form


 * Copies of mock trial script “The Case of a Stolen Car”: []


 * Projector & screen

Day One:
-Class discussion about trials (10 minutes)

-Discussion about vocabulary (15 minutes):

-Watch this video about the constitutional make up of a trial (8 minutes): [|http://study.com/academy/lesson/constitutional-requirements-of-a-criminal-trial.html]

-Watch this video about reasonable doubt (4 minutes):[| https://www.youtube.com/watch?v=miijWo9dTWw]

-Hand out mock trial scripts and assign parts based on volunteers.

Day Two and Day Three:
-Mock trial. *The whole trial should take about 90 minutes, so it will be broken up between two class periods. The trial also has 3 possible outcomes with different prompts in the script.

-Class set up:

Day Four:
-Post-trial discussion.

-Hand out 12 Angry Jurors scripts. Have students begin reading the script aloud in class, assign the rest as homework.

Day Five:
-Students will write an in-class essay about the //12 Angry Jurors// and tie it to their experiences with the mock trial. Students should use vocabulary discussed in class and in the script.