Amy+E+H's+Page

== I am Amy Edwards Harte. My husband and I live in Surry County, a small rural county in southeastern Virginia. I am an attorney licensed by the Virginia State Bar. I operated a solo law practice in Surry County for seven years. My areas of practice have included criminal defense (adult and juvenile), family law, real estate, wills and estates, employment law, business contracts, municipal law, civil litigation and many other miscellaneous issues. In the 1990’s my family’s company invited me to join the firm. Our multi-generational company, S. Wallace Edwards & Sons, Inc. (see [|www.virginiatraditions.com] ) was created in 1926 by my grandfather. He started this Virginia ham business while working as a captain on the Jamestown-Scotland ferry. (He worked for his father-in-law, my great grandfather, who started the ferry system in 1925) I have been Vice President of the company since 1995 with responsibility for day to day financial and administrative operation of the corporation. == == During my law practice career I worked with adolescents as a defense attorney and as a guardian protecting and representing the interests of minors. During my business career I have worked extensively with and trained hundreds of young adults as they have entered their initial employment experience. == == As a native of Surry County I have been immersed in the early American history of the historic triangle of Jamestown, Williamsburg and Yorktown. My husband and I have visited many historical sites throughout the U.S. I am fascinated by all aspects of the American historical experience.== == Current and historical international studies are also passionate interests. I have a B.A. in foreign affairs with a concentration in Soviet and Eastern Bloc countries. I have enjoyed refreshing my world history knowledge after many years focusing on U.S. government issues. ==

I also have a passion for financial literacy.
== My personal bookshelves are full of volumes featuring key events and themes in U.S. and World History as well as American Constitutional themes. My favorite library finds are usually biographies of U.S. and world political figures. == == Why is all of this relevant? It is all the result of my elementary, high school, college and legal instructors who motivated me to become a lifelong learner. Yes, they guided my study, but it was their inspiration, their educationist view that helped to develop my natural curiosity. If I can become the kind of teacher who provides students with the tools to teach themselves as they develop lifelong learning skills then I will consider myself successful. ==

ANSWER THE FOLLOWING QUESTIONS ON YOUR PAGE (you may wish to add answers below to share with the rest of the class as well)
== **1. What is the most uncomfortable question you can ask in a social studies setting and why?** Should cross burning be considered a form of protected speech under the first Amendment of the U.S. Constitution? While I am comfortable with my own conclusion that cross burning is not protected free speech, the issue of racism that this question raises will be difficult to guide in a productive, respectful discussion in a multicultural high school classroom. In order to address this difficulty, I would employ the techniques we explored in our CS seminar. == == **2. Why is it important to meta-cognate?** An awareness of the process of learning is critical for long-term successful learning and analytical processing. By providing the tools to help students develop meta-cognition skills they will understand how to teach themselves. It is important to model meta-cognition tools for our students so they can identify and develop their own best self-teaching skills. Example: Model a note-taking format for students which includes summary, review, organization and reflection components. == == **3. To what extent is POV the essence of the social studies classroom?** Point of view puts all learning in context. Understanding POV helps the student understand the context of historical events. It can also help students predict future outcomes as they compare past and current events. Without POV analysis the patterns of history can be elusive. It is critical to assist students as they develop their self-teaching tools to model the analysis of the POV of a primary or secondary document to determine the bias of the document creator. Similarly, it is important to train students to identify the POV of a culture eg a conquered native culture. Clearly POV is critical to an understanding of political movements during political policy instruction. == == 4. To what extent should the social studies classroom be the venue for a writing workshop? The social studies classroom is one of the most important classrooms to serve as a writing workshop. Although many of the mechanics of writing should be well established in the language arts classes, the social studies classes provide some of the best opportunities for students to develop their higher order thinking skills through writing. Many complex issues arise in the social studies setting – war, poverty, nationalism, racial and gender bias, etc. This provides a superior opportunity for re-enforcing the skills described in the 6 + 1 traits of writing. == == 5. Is reading truly needed in today's society? Yes. While many people pick up all of their information and point of view from television and other non-reading media, reading provides an important source of deeper meaning and analysis. Reading is more supportive of the skills needed for self-teaching than other information sources. Other information sources tend to promote passive learning and little or superficial analysis. Finally, with the continued growth of internet text resources and electronic texts (eg Kindle), reading and the ability to discern reliability of texts is more important than ever. == = = = = = = =Day 2 Opener = = Describe the perfect teacher. Role etc. = =Committed to a student-centered classroom, not a teacher centered classroom.= =Role - facilitator not a dictator. = = Open minded. = = Very passionate in endorsement area. = = Relevant - connect classroom to the real world. = = Willing to allow independent study. = = = =Uses innovative techniques and technology.= = =

=**Contract -- the unwritten classroom contract is the most important per Mr. D**=

= =

=**Commands respect.**=

=**Respects the content, learning process, self, other students, the teacher, property, goals, the team.**=

=**Respects content above all - team effort - we're in this together.**=

=**Shame/Blame - Shame/blame for disrespecting the team and content.**=

=**In a team - speak the student's language -- even the teacher is a team member.**=

=**__Rebel teacher__ - against school culture. Dangerous -- CYB**=

=**Know your school's culture.**=

**Subs: leave them with a video or worksheets -- something easy since they don't have a team. They will appreciate it.**
==**Teams: Day 1 ask students to create their own rules. (Students will often come up with rules very similar to those that a teacher would.) Use Positive Peer Pressure -- "I don't need to know the information in this class." "Someone talking is stealing your education from you. You need to let the problem student know you are interrupting my learning."**==

=**Shame/Blame technique : Do you want to become like those other students (Ruth's "drones") Mr. Demott's extreme example: "responsible for the Holocaust."**=

**"You really have to know your students to PROPERLY tease them."**
=**Remember, students perceive that history teachers have "teacher bias" about the importance of history.**=

=**"Point to the talker."Send "talkies" to the hallway just outside of the door. "Academics happen in the classroom." That way it is not punishment; you are simply identifying that the classroom is for academics and that non-academic talking can take place in the hallway.**=

=*Never answer the question "Why do I need to know this?"= =Play "I'm offended". "I quit", Let students teach. Give authority and responsibility to students. It's hard to blame a peer for expectations. Mr. D allowed students to teach for 3 days.= =Sarah: Simulate the absence of knowledge resources e.g. books etc. Let students experience the lack of resources.=

Use CARE with all of the above....
=Useful links= =Over the next few days add some relevant social studies websites to this wikispace.= =Caution: Chance for overkill. Think quality, not quantity.= =Reading Lab is a useful tool to encourage students to read using technology. They may read info online when they would balk at a similar textbook exercise.= =Reading Lab= =(Answer #1. Create questions for #2-5)=

=1. [106293142]= =a. Describe what took place in China in recent days.= =Ethic violence between between the minority Uighur people and the ethnic Han Chinese in Xinjiang. The police have arrested many people. = =b. What steps has China taken in the technology fields to curb violence?  = =China has blocked mobile phone service and Twitter and Internet links were cut and slowed down. =

[Note that this reading is really no different than reading and answering questions in a textbook but the students are not as resistent because the online format is more fun and more relevant for them.]

=c. How does the violence today compare to Tibetian violence in the past?= =There has been clamped down security in Tibetan communities since violent protests last year. =

2. []

3. [] a. Describe the one difference between violence in north and south Afghanistan.

b. Describe the ethnic makeup of the Mazar-e-Sharif region and what effect this makeup has on violence and other crime in the region.

c. What upcoming political event may spark violence in the region and why?

4.[]

5. []

Other versions of Reading Lab: Example: Split class. Allow students to create the reading lab questions. Group 1 students will answer questions created by Group 2 and vice versa. Note that students must actually know answers to questions they create.

=SHOWCASING= =Showcasing: Showing your products to an Outside Source= =Examples: Jewish community group sponsors an essay contest= =Essays for other community groups= =Other teacher led field events= = = =What products are worthy of showcasing? (Brainstorming with Mike)= =Song on Human Rights= =Modern Dance interpretation of Human Rights= =Poetry= =Debate= =One act play= =Painting/Drawing/Art presentation= =Short Story= =First Person Interviews with victims of human rights violations= =A creative news video= =Human Rights Today electronic magazine with ed and op ed, political cartoons= =Wikispace it= =Create a fake radio or television broadcast (podcast)= =A representation of a world without the Declaration of Human Rights= =Poetry Slam= =Rap= =Man on the street - J. Walking= =Essays= =SHOWCASING= =What products are worthy of showcasing?= =Artwork, posters, painting, interpretive dance, music, radio/broadcasts, podcasts, e-magazine, newsletters, writing, filming, rap music, essays, candid camera, simulations.= =What does the student get out of it?= =scholarships= =tasks / skills= =education= =recognition= =identification= =self confidence= = = =VIDEOCONFERENCING= =Global Nomads Group= =[|www.gng.org]= =[collaboration&id=301]= = = =Amy Edwards Harte= =Plan for Dec 10 - Universal Declaration of Human Rights Collaborative Videoconference= =Amy's Plan: Allow Students to choose either Article 8 or Article 9 to illustrate in any creative form* to be finally presented as either a powerpoint or moviemaker presentation.= =5 minute presentation with 5 minute Q and A= =[*Example of creative formats]= =Song on Human Rights= =Modern Dance interpretation of Human Rights= =Poetry= =Debate= =One act play= =Painting/Drawing/Art presentation= =Short Story= =First Person Interviews with victims of human rights violations= =A creative news video= =Human Rights Today electronic magazine with ed and op ed, political cartoons= =Wikispace it= =Create a fake radio or television broadcast (podcast)= =A representation of a world without the Declaration of Human Rights= =Poetry Slam= =Rap= =Man on the street - J. Walking= =Essays=

=Guidelines for Videoconference=

collaboration
- Day 2 Closing class Exercise: You have one long rectangular table with 24 chairs (11 on one side, 11 on the opposite side, 1 chair at the end, and 1 chair at the other end.) -You have a prearranged guest list of 20 guests which include the following:

1 Muhammed Ali (of Egypt) 2 Augustus Caesar 3 Han Wudi 4 John Calvin 5 Akbar the Great 6 Jesus the Christ 7 Sidhartha Gautama 8 Adolf Hitler 9 V.I. Lenin 10 Boudicca 11. Elizabeth I 12 Homer 13 Faxian 14 Zheng He 15 Urban II 16 Jabir Ibn Haiyan 17 Ghengis Khan 18 Suleyman the Magnificent 19 Alexander the Great 20 Mahatma Ghandi

You must invite 4 additional guests from history

21 Everyman Brian 22 Everyperson Barbara 23 Everyman Mike 24 Everyperson Amy

- You must explain the reason for your decisions. (Amy important additional instruction: Arrange seating for all and explain rationale.)

Reminder for tomorrow: Add links to Useful Links page.

Answer Qs on syllabus

Day 3 USE OF CLASSROOM DISCUSSION

Opening - Discussion Circle Leaders Brian: Movies (Mike observed and later commented) Elton: Perfectionism (Amy observed and later commented) Barbara: Grading Ryan: Discipline

Brian: Movies Substance: What movies are appropriate? What are you trying to achieve? Permission: Prep form for self, student and parent to sign Sources: Sarah - the Nero in Ghent order online (Amazon) United Streaming Form: This circle lead by Brian was guided by Brian. Brian was the authority figure. He controlled (designated) who could speak. He did it in a very effective way but he was still the authority figure. How to deal with rogue student (Mr. D)? Although Mr. D played the rogue student who was off topic, played offended etc. Brian did not let him control the circle.

Elton: Perfectionism Substance: Some students can exhibit the signs of perfectionism. See assigned articles. Parents can be a very important part of the perfectionist problem. Students may feel pressure from parents to receive higher grades - be perfect. Sarah: Perfectionists come early and stay late. Mr. D : Perfectionistism may be the result of problems at home (divorce or other issues). Perfectionists feel the need for control, order. Perfectionists may need referral to gifted expert. Perfectionists often are underachievers -- turn in work late because never satisfied with their own work. Mr. D's position as an educationist rather than a behaviorist is to allow the the student to turn in the work late rather than punishing the student with a low grade. The perfectionist has trouble producing the product, not trouble with the knowledge being learned. Mr. D has instituted an "all A" policy. This reduced pressure from students who always wanted to argue about points. Form: Very nice discussion. Although Elton initially started the circle topic, the format was changed so that the discussion was handed off to those who showed their name card. This would be a nice way for the teacher to be more of a group member -- allowed group to take more ownership of the circle learning process. When Mr. D spoke in this circle he continued to have an unnatural influence on the group becasue of his position as the authority in the room.

Barbara: Grades Substance: Nice discussion about the role of grades. Mr. D noted that grades are what we have to provide to the administration and others. "I don't really want to give grades. It is an imperfect system." Can help to form bond with students because of the us vs. them phenomena. Dee and Mike noted that grades can provide us as teachers with feedback on whether we are teaching effectively. If poor grades from all, then we may not be teaching properly. Sarah shared the challenge of grading papers when the moving high standard changes as new papers are reviewed. Amy: Grading rebrics can be helpful if used not only as an immediate grading tool but to instruct students how to create their own rubrics to encourage self-learning skills and higher order thinking. Mr. D - can encourage meta-cognition. Tom commented on the devastating effect a teacher can have when the grading system is not handled properly. Student puts forth great effort. Teacher delays grading and casually assigns the grades. "B OK?" Brian noted that there is a difference between grades and assessment. Noted that it may be hard to grade a reflective student ("the quiet reflective student") in a discussion group like a Socratic circle. Mr. D noted that as an educationist he would recognize the "quiet reflective student" and not downgrade that student for low discussion participation. ("Got it? Got it. OK") A behaviorist teacher who is trying to teach life skills may grade down a student whose participation in a discussion circle is low. Mr. D opened up some possibilities: Let students "borrow points" from the next semester. Example: If student has an 89 and wants to borrow a point from the next semester to make an A now it may work. Student may work harder next semester to keep the grade up. Problem: if student wants to borrow a large number of points it may be very hard for them to produce a decent grade the next semester.

Form: Barbara as the teacher was directed to take a hands off approach. She asked student Ruth to start off the circle questioning about the role of grades. Barbara observed the discussion from afar at her desk. The students took complete control of the discussion circle. The students took responsibility for the learning. Mr. D still had some of the "authority in the room" effect on the group.

06-22-2009

To: Marti Drummond-Dale Instructor, ODU Career Switcher Program – Summer 2009 Peninsula Higher Ed

From: Amy Edwards Harte

Re: Lesson Plan - Federal and State of Virginia Judiciary and Jury Service Grade Level: Senior U.S. and Virginia Government

[Reflection: This lesson plan has its own anticipatory set but the whole lesson is an anticipatory set for a jury service lesson tomorrow and a mock trial to be held later in the instruction week. Background information presented the day before this class will include the introduction of some court related vocabulary words.]

[Classroom setup: Homework posted clearly on board at front of room: “Reminder: Mock trial on Friday Homework for tomorrow May 5, 2010: Virginia and U.S. Government – 1st Bell 1) Prepare Postcard Home describing court visit. At least 5 facts. More if you wish. At least One comparison with another court 2) Write one question you think will be on the test on Thursday about the State and Federal Court systems based on information you learn today.”

[Resources/Materials Needed: I will need access to a PC with a USB port and a connection to a PC projector and large screen so I can properly display the portion of the lesson that is in Powerpoint format. An internet connection would be helpful to play audio files from a website. I will also need 6 sheets from a large sticky easel pad and markers for the group interaction below.]

GOVT.8 The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and __judicial branches__;
 * Objective: The student will demonstrate knowledge of the organization, structure and function of federal and Virginia judiciary. The student will demonstrate knowledge about the different types of jurisdiction in both Virginia and U.S.court systems. The student will demonstrate understanding about the role of judicial review and how the decisions of the judiciary affect public policy. The student will be able to compare and contrast the federal and state judicial systems. The student will demonstrate knowledge about thoughtful and effective participation in civic life that is characterized by serving as a juror;

GOVT.10 The student will demonstrate knowledge of the operation of the federal judiciary by a) __describing the organization, jurisdiction, and proceedings of federal courts;;__ __ e) evaluating how the judiciary influences public policy by delineating the power of government and safeguarding the rights of the individual. __ GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by e) explaining every citizen’s right to be treated equally under the law.

GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by b) __serving as a juror__;

Be prepared to include information such as charts we cover today in your semester project notebook, __My Guide to Local, Virginia and National Government__.” [Loose-leaf notebook that students started at beginning of the course that will include cumulative resources about local, state and national government functions.] Be prepared to include information such as charts we cover today in your semester project notebook, __My Guide to Local, Virginia and National Government__.” [Loose-leaf notebook that students started at beginning of the course that will include cumulative resources about local, state and national government functions.] **

2. Anticipatory Set: Are you interested in knowing all of the things you may do once you turn 18 and the things you are required to do? So, within __X__ months, all of you will need to know what your rights and duties are as 18 year olds. By the end of class today, you will know where to go to find a special list of this information. ” [Hold up a sample copy of the booklet by the Virginia State Bar, conference of Local Bar Associations entitled __So You’re 18.]__ **
 * “How many of you are already 18 years old? For those of you who aren’t 18, when will you be 18? (Check for the number of months before youngest turns 18.)

3. Objective and its Purpose:
 * “By the end of this lesson you will be able to demonstrate knowledge of the organization, structure and function of Federal and Virginia judiciary. You will be able to demonstrate knowledge about the different types of jurisdiction in both judicial systems. You will be able to compare and contrast the federal and state judiciary systems and how cases flow through the system. You will be able to demonstrate understanding about the role of judicial review and how the decisions of the judiciary affect public policy. You will demonstrate knowledge about thoughtful and effective participation in civic life that is characterized by serving as a juror. Can you guess how old you have to be to serve as a juror? (Allow time for response.) “18!”

[Note that I plan to hand out or provide the internet addess for a booklet published by Virginia State Bar, conference of Local Bar Associations entitled __So You’re 18.__ ( [] ) Today I am using this booklet as a hook to get the students interested in one of the duties listed in this book, jury service. This will motivate students to learn about the judicial systems of the federal and state governments. It will also function as an anticipatory set for a mock jury trial we will have later in the week.] [I expect items 1-3 to take approximately 7 to 10 minutes.] [Approximately 25 minutes]

“I will be introducing some new information today about the federal and state court systems. While you are taking notes, I want you to think about writing a postcard home to a family member or friend about each type of court.”

[The following interaction with students is a simple “What do you know” inquiry. I expect most of the students to reveal that they went to a court when they received driver’s licenses.] “Without revealing any personal legal information, have any of you ever been to a court session? Do you remember which court it was?” [Interact a little more if any student has had courtroom experience.]

[Start Power point presentation on the Federal and State Judicial Branches. This Powerpoint is not automatically timed. I will provide commentary during the Powerpoint highlighting the information students must understand to achieve the objectives of the lesson plan and be successful during assessment.]

[The basic outline of the Powerpoint includes: Intro: Brief overview of how the Judicial Branch fits into the Checks and Balances framework of the U.S. and Virginia court systems. I will add a slide asking students to reveal what they already know about the Executive, Legislative and Judicial framework of our government. Auditory cue: Oyez, Oyez, Oyez recording (found at ****[] ) to create the atmosphere for being in the courtroom.

I. State Judicial Branch II. Federal Judicial Branch III. Comparison and Interaction of Federal and State Judicial Systems Especially note graphic flow chart illustrating how cases make it to the U.S. Supreme Court. Tell students they will be asked to recreate explain this flow chart. IV. Court cases of interest to students. Eg. Armband case, banner case V. Jury Information re jury service Cases involving discrimination in jury selection. Explain discrimination during peremptory challenges. Explain how discrimination can happen as a result of flawed court administration procedures eg improper creation of jury pools. Is jury service a: Right? Duty? Both?

I will explain the concept of the postcards home. “You should gather in groups of 2 to 5 [in order to assure at least 5 groups.] A different court will be assigned to each group by having each group leader choose a court out of a basket. Each group will take a large sheet of sticky note easel paper and place it on the wall in scattered locations around room. Each group will write down on the paper things they would write on a postcard about their visit to their assigned court. Think about the classic questions: who?, what?, when?, where?, and how?. Think about subjects that might be covered in a case. Think about the dollar amount of the case. Think about the seriousness of a crime. Was there a trial or simply oral argument by attorneys? Compare this court to one of the other courts in at least one way. Was there a jury? Could there have been a jury in that court? Were there witnesses in that court session or simply attorneys? **

Modeling
 * I will illustrate the postcard concept with an “I do”. I will start writing a postcard home on a large sticky pad sheet of paper.

“ Let’s use the Court of Appeals of Virginia as an example: Dear Mom (Dad, Susie, Bobby, etc.) Today I visited the Court of Appeals of Virginia in Richmond. There were 3 justices who listened to arguments made by attorneys. There are no trials in this court because it only hears appeals. I heard appeals about a case involving a a worker’s compensation injury claim and a criminal case. (That case may end up in the Supreme Court of Virginia or in the Supreme Court of the United States if the Va. Supreme court makes a mistake related to a U.S. Constitutional issue.) The criminal trial had been held in a Ccircuit Court. Prior to that the case started out with a preliminary hearing in a general district court. **

7. Guided practice After I present the model above the student groups will go to their memo sheets on the wall and start working on their postcard exercise. I will circulate around the room to each group to assure they understand and are making progress on their postcards home. After students have returned to their seats, allow the team leader, with prompts from team mates, to report on items on their postcard home.
 * The “We do”

[I expect 5, 6 and 7 to take approximately 10 minutes.] [Approximately 5 minutes] [Approximately 5 minutes] “For homework you will choose one of the other courts and write a postcard home about it. You will turn it in at the beginning of class tomorrow. You will also turn in at least one question about the state and federal court systems that you think should be on your test on Thursday,”

“Tomorrow, during the first few minutes of class you will be writing your own editorial opinion piece about whether you believe that jury service is a right or a duty or both.” (This will be one to three paragraphs written at the beginning of class as a bell ringer/anticipatory set.)

“Tomorrow you will turn in your postcards at the beginning of class, we will introduce information about jury service and review the guidelines for your mock jury trial at the end of the week.”

“May I have a volunteer to come up and place this diagram together to show how cases make it to the Supreme Court?” [Graphic will be the flow chart of how a case flows to the Supreme Court. The flow chart will be cut into pieces and the student will have to tape the pieces to a large sheet of paper in the proper location.] ** “Can someone please repeat the homework you need to turn in tomorrow?” Allow a student to describe homework assignment. Clarify if necessary.

Have a couple of copies of the “So you are 18” booklets. “We will be looking at these next week.” Encourage students to look for it online and review it.

[Differentiation: Extension: Encourage students to Google legal issues on topics that interest them. Some advanced students may want to go to [] to review cases affecting students. Encourage students to visit Supreme Court web site where students can listen to oral argument court opinion from Morse v. Frederick ( [] ) For those who are more auditory and visual learners I may show the video, “Trial By Jury: What's the Big Deal?” found at ( http://gabar.org/cornerstones_of_freedom/civics_video/civics_video/ ).] **

Assessment: ** Assessment information that will drive this lesson will include: Structure of federal and state court systems and flow of cases. Jurisdictional requirements of different federal and state courts. Comparison of state and federal court systems. Importance of juries and jury service. I hope to have time to prepare an online jeopardy game, flashcards, battleship or other games that will help students review these judicial branch concepts before graded assessment.

Five sample assessment questions for this lesson may include: 1. Which of the following is NOT a requirement to serve on a jury in the United States? 1. The person must be 18 years of age or older. 2. The person must have previous juror experience. 3. The person must be an American citizen. 4. The person must be able to read and understand English.

2. Why do you think it's important that the delegates at the Constitutional Convention made sure that a jury system was developed in the U.S. Constitution? 3. In what document's "list of grievances" was there an early mention of a jury system? 1. The Constitution 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The Boy Scouts of America Credo 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The Declaration of Independence 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Abraham Lincoln's Gettysburg Address
 * 1) To make sure that all persons who are accused of a crime are proven innocent or guilty "beyond reasonable doubt."
 * 2) Serving on a jury allows a U.S. citizen to directly become involved in the democratic system.
 * 3) The colonists were often denied the right to trial by jury.
 * 4) All of the above.

4. How did the Sixth Amendment strengthen the jury system? 1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Before the Sixth Amendment, a judge's salary could be lowered at any time based on performance. 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The Sixth Amendment made it possible for federal courts to have authority over all laws written under the Constitution. 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The accused were informed of all charges brought against them according to the Sixth Amendment. 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> All of the above.

5. A civil case takes place when a person or corporation sues another person or corporation for an award of monetary damages. Which of the following is a significant difference between criminal and civil cases? I plan to develop a rubric for the mock trial at the end of the week so students will understand grading criteria for participation in the mock trial. That rubric will be handed out the week before this lesson.
 * 1) There isn't a judge presiding over criminal case proceedings.
 * 2) A defendant in a civil case is never incarcerated and never executed.
 * 3) All eleven jurors in the U.S. criminal case must find the defendant guilty to enter a guilty verdict.
 * 4) There aren't many varieties of civil lawsuits.