What is the difference between civil and criminal cases and how do you know if a case will be heard in state court or in federal court? In part 1, students will be asked to read and compare two current news stories and identify the key differences between civil and criminal lawsuits. This should be completed before any detailed instruction on the differences between civil and criminal cases. In part 2, students will use the Student Center webpages and/or a fact sheet to differentiate between federal and state court cases. The activities in this lesson can be assigned to students individually or in groups.

Corresponding Student Center Pages

• State Courts vs. Federal Courts
• Types of Court Cases

Suggested Time Needed

1-2 class periods

• Materials
• Objectives & Standards
• Procedure

• Part 1 Downloads

  Handout A – Article 1
  Handout B – Article 2
  Handout C – Comparing Criminal and Civil Lawsuits Student Chart
  Handout D – Comparing Criminal and Civil Lawsuits Summary & Answer Key

  Part 2 Downloads

  Handout E – Fact Sheet: Comparing State and Federal Courts
  Handout F – Comparing State and Federal Courts Student Worksheet
  Handout G – Comparing State and Federal Courts Answer Key
  Handout H – Case Scenarios
  Handout I – Case Scenarios Answer Key

• After completing this activity, students will:
  • Have a deeper understanding of the characteristics of civil and criminal lawsuits
  • Be able to pick out key differences in a news story, and determine the type of case from those clues
  • Be able to compare and contrast federal and state jurisdiction in simple terms
  • Apply knowledge of these differences to new situations by determining the jurisdiction of fictional scenarios

  Guiding Questions

  • What are the main identifying components of a civil lawsuit?
  • What are the main identifying components of a criminal lawsuit?
  • How are civil and criminal lawsuits alike? How are they different?
  • What is under the jurisdiction of the state court system? The federal court system?
  • What is general jurisdiction? What is limited jurisdiction?

  Missouri Grade Level and Course Level Expectations

  6-8

  • 6-8.AH.1.GS.A – Analyze laws, policies and processes to determine how governmental systems affect individuals and groups in society in American History prior to c. 1870.
  • 6-8.AH.3.GS.E – Apply the principles of rule of law, representation, separation of powers, checks and balances, and federalism to explain the purposes and functions of the Constitution.
  • 6-8.AH.5.GS.B – Analyze federalism and popular sovereignty to explain peoples’ expectations of the role of government and their place in governance.

  9-12

  • 9-12.GV.3.CC.D – Analyze the changing relationship between state and federal governmental powers.
  • 9-12.GV.3.GS.A – Apply the concepts of due process of law, popular sovereignty, rule of law, representation, and federalism to explain the purpose and legacy of the Constitution.
  • 9-12.GV.3.GS.F – Compare the structure and functions of local, state, and federal governments.

• Part 1 – Civil or Criminal?

  1. Explain to students that they’ll be reading about two different types of court cases, and that they’ll be asked to answer questions to help them understand the differences. Distribute copies of the 2 news stories (HANDOUT A & B) to all students and ask them to read both silently. You may prefer to group them in pairs to answer the questions. Don’t explain the differences between criminal and civil yet.

   

  2. Allow time for students to read both articles.

   

  3. Distribute the student worksheet comparing criminal and civil lawsuits (HANDOUT C). Allow time for student pairs to answer the questions.  The last question about the standard of proof will be difficult for students to answer from the articles, but can easily be answered by you in the summary discussion.

   

  4. Conclusion: Ask for volunteers to summarize each article.  Then ask for volunteers to share each answer about these specific cases.  Finally, distribute the summary handout (HANDOUT D) that explains general differences between the two types of cases and discuss.
     • Criminal case: A defendant is charged with a crime.  The case is initiated by the government, through a prosecutor, who is an attorney for the government.  The government must prove that the defendant is guilty beyond a reasonable doubt.  The punishment for guilt can be incarceration, a fine, or possibly the death penalty.  The defendant has a constitutional right to a jury trial, and to be defended by an attorney.
     • Civil case: An individual, the plaintiff, who feels wronged or injured initiates a case by entering a complaint against the defendant.  The plaintiff must show by a preponderance of the evidence (more likely than not) that the defendant’s actions or negligence caused the harm or injury.  The losing party could be ordered to reimburse the loss.  Either party can be a person, corporation, or government entity.

   

  5. OPTIONAL EXTENSION: Research local or national news to find additional examples of civil and criminal cases.   Give prizes to the student or group who can find the most in a set amount of time.

   

  Part 2 – What makes it a federal case?

  1. Ask students to recall what they know about federalism, our dual system of government. Explain that there are two court systems operating side by side: state and federal.  Each court system has its own jurisdiction, or area of power.  Some types of cases fall under the jurisdiction of the state court system, while others will be heard in the federal courts.

   

  2. Direct students to visit these two pages on the Judicial Learning Center website –
  • • Types of Cases
    • State Courts v. Federal Courts

   

  3. Distribute the Student Worksheet:  State and Federal Jurisdiction (HANDOUT F), and ask students to complete it individually or in pairs.  Allow time to complete, then go over the answers to be sure everyone has all answers correct.

   

  4. Instruct students to decide whether each of their two example cases (FROM THE ARTICLES ON HANDOUTS A & B) would be heard in state or federal court, and give reasons.
  • Article 1: This civil case was heard in STATE COURT, because all parties are from one state, and it doesn’t involve the U.S. Constitution or other federal laws.
  • Article 2: This criminal case was heard in FEDERAL COURT, because it involves bank fraud, which is a federal crime. The article explains that the crime was investigated by the FBI (Federal Bureau of Investigation) and prosecuted by the United States Attorney

   

  5. Ask for a volunteer for each, and discuss the correct answers.

   

  6. Write each of these headings (state criminal, state civil, federal criminal, federal civil) on the board.

   

  7. Distribute slips of paper with case scenarios to pairs or groups of students, and allow 2 minutes for them to decide the correct jurisdiction.

   

  8. Direct students to post their example under the correct category. Post the two original news stories first as examples.

   

  9. Conclusion: Go through the 4 columns on the board as a class, making any corrections needed.  Discuss the corrected lists with the class.

   

  10. OPTIONAL EXTENSION: Research local or national news to find additional examples of federal or state court cases.   Give prizes to the student or group who can find the most in a set amount of time.

   

  11. Review the Guiding Questions:
  • • What are the main identifying components of a civil lawsuit?
    • What are the main identifying components of a criminal lawsuit?
    • How are civil and criminal lawsuits alike? How are they different?
    • What is under the jurisdiction of the state court system? The federal court system?
    • What is general jurisdiction? What is limited jurisdiction?

Through this three-part lesson, students will learn that criminal justice is not solely about imprisonment. Working in groups, students will activate prior knowledge to form definitions for categories of justice, examine corrective justice to identify the goals and types of punishment, and learn about restorative justice and problem-solving courts.

Corresponding Student Center Pages

Your Day in Court – The Punishment Phase

Suggested Time Needed

2 – 3 class periods

• Materials
• Objectives & Standards
• Procedure

• Student Handouts

  • A – Concepts of Justice
  • B – Focus on Criminal Justice (double-sided)
  • C – “Problem-Solving Court Fact Sheet” (double-sided) – one copy per pair of students
  • D – “Drug Court Fact Sheet” (double-sided) – one copy per pair of students

• After completing this activity, students will:

  • Be able to form their own definitions of the categories of justice.
  • Evaluate the goals of punishment for criminals.
  • Compare and contrast common criminal punishments.
  • Gain a deeper understanding of the application and benefits of restorative justice in the court system.

   

  Guiding Questions

  • What is justice?
  • What are some different types of justice?
  • What are the types of punishments for those found guilty of a crime?
  • What is/are the ultimate goal(s) of punishment?
  • Who benefits from restorative justice?
  • What is a problem-solving court?

   

  Missouri Grade Level and Course Level Expectations

  6-8

  • 6-8.AH.1.CC.E – Analyze the causes and consequences of a specific problem, as well as the challenges and opportunities faced by those trying to solve the problem.
  • 6-8.WH.1.CC.E – Analyze the causes and consequences of a specific problem, as well as the challenges and opportunities faced by those trying to solve the problem.
  • 6-8.AH.3.GS.F – Describe the origins and purposes of the Bill of Rights and evaluate the enduring significance of these concepts to the preservation of individual rights and liberties.

  9-12

  • 9-12.AH.1.CC.E – Analyze the causes and consequences of a specific problem, as well as the challenges and opportunities faced by those trying to solve the problem.
  • 9-12.AH.1.GS.B – Predict the consequences which can occur when individuals fail to carry out their personal responsibilities.
  • 9-12.AH.1.GS.C – Predict the consequences which can occur when institutions fail to meet the needs of individuals and groups.

   

  • 9-12.WH.1.CC.E – Analyze the causes and consequences of a specific problem, as well as the challenges and opportunities faced by those trying to solve the problem.
  • 9-12.WH.1.GS.B – Predict the consequences which can occur when individuals fail to carry out their personal responsibilities
  • 9-12.WH.1.GS.C – Predict the consequences which can occur when institutions fail to meet the needs of individuals and groups.

   

  • 9-12.GV.1.CC.E – Analyze the causes and consequences of a specific problem, as well as the challenges and opportunities faced by those trying to solve the problem.
  • 9-12.GV.1.GS.A – Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.
  • 9-12.GV.1.GS.B – Distinguish the powers and responsibilities of citizens and institutions to address and solve problems.
  • 9-12.GV.3.GS.E – Explain how the Bill of Rights and subsequent amendments limit the power of government, protect individual liberty, and provide for equality under the law.
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  • Part 1 - Concepts of Justice

    Ask students to think about the use of the word “justice,” and if they can list any examples of when the word is used (i.e., in the Pledge of Allegiance).

    Introduce several quotations about justice. Below are examples, though you may be familiar with others as well.

    • • Quote 1: It is in justice that the ordering of society is centered. Aristotle.
      • Quote 2: The administration of justice is the firmest pillar of government. George Washington.
      • Quote 3: In matters of truth and justice, there is no difference between large and small problems, for issues concerning the treatment of people are all the same. Albert Einstein.
      • Quote 4: Injustice anywhere is a threat to justice everywhere.   Martin Luther King, Jr.

    Allow students to look up the definition of justice, or post the dictionary definition:

    Justice.  Noun.

    1) Fairness, 2) Moral rightness, 3) A scheme or system of law in which every person receives his/her/its due from the system, including both rights and punishments.

    Distribute A – “Concepts of Justice” and ask students to summarize the meaning of the word Justice in the top box.

    Direct their attention to the left-hand column, to the words Distribute, Procedure, and Correct. Ask them to write what they think each word means in the appropriate box.

    Then allow students to look up the definitions of the three words, or post the dictionary definitions for their use. Tell them to correct and/or complete their summaries in each box.

    Distribute: Verb. To give shares of something, to deal out.

    Procedure: Noun. An established or official way of doing something.

    Correct: Adjective. Free from error.  Verb.  To put right or fix an error.

    Explain that now they are to combine these to determine the meaning of 3 traditionally accepted types of justice and write their thoughts in the boxes on the right-hand side. Allow time for them to write something in all 3 boxes.

    Distributive Justice: Benefits and burdens in society are distributed fairly and shared equally. Everyone gets their fair share.

    Procedural Justice: The process for solving disputes and making decisions is fair for everyone. Everyone gets treated fairly and equally by the system.

    Corrective Justice: If one person commits an injustice, another person (or society) therefore suffers an injustice. Corrective justice involves making this situation equal again by somehow righting the wrong.

    Conclusion, part 1: Summarize and check for understanding. Explain that the next activity will take a closer look at Corrective Justice, with a focus on the criminal justice system.

  • Part 2 - Corrective Justice

    Review the concept of Corrective Justice, which is concerned with righting wrongs.

    Lead students in a discussion covering the following points:

    • Someone commits a crime – what needs to happen to correct that wrong?
    • Is justice served by simply administering punishment? Does punishment alone make the situation equal again, or right the wrong?  Ask students to begin considering their own opinions.
    • After the accused person has received due process, a fair trial, and other constitutional rights, and is determined to be guilty of the crime, legal action follows.
    • This legal action has 4 main purposes:

    Retribution – What do you think this means? – Administer punishment and revenge.

    Incapacitation – What do you think this means?(Protect the community by making it impossible for the offender to continue committing the crime)

    Deterrence – What do you think this means? (Deter or discourage the offender from committing the crime again AND deter or discourage others from attempting similar crimes)

    Rehabilitation – What do you think this means? (Helping the offender to change their attitudes and behaviors so they will no longer commit the crime, but rather will contribute as a positive member of society)

    • Think about The Bill of Rights – The 8^th Amendment says that any action taken must not be cruel or unusual.
    • Think about the national budget. Any action taken should be a wise use of taxpayer dollars.
    • Return to the fact that we’re talking about justice and its meaning and application. Any action taken should be just and fair.

    Distribute B – “Focus on Criminal Justice” and explain that it lists some of the most common forms of legal action resulting from crimes. Point out that the purposes and other considerations you discussed are listed at the bottom.

    Divide the class into 10 groups and assign each group one topic. They are to meet with their group, discuss the topic, answer the questions on the reverse side of the worksheet, and prepare to report back to the class.  Allow groups to work for 15 minutes.

    At the end of 15 minutes, instruct students to return to the front of their worksheet. One at a time, call on groups to report on their topic.  The rest of the class should write down the main points in the chart.

    When this is complete, instruct students to go back through and identify which are purely punishment, and which go beyond punishment to focus on the needs of the victims, offenders, and the community.

    Conclusion, part 2: Summarize and end with these thought questions: What might be the consequences or results of a system that only administers punishment when trying to attain justice?  What are some unintended consequences of punishment?  Is true justice attained by punishing only? 

  • Part 3 - Restorative Justice

    Begin by posing the thought questions from the previous activity. What might be the consequences or results of a system that only administers punishment when trying to attain justice?  What are some unintended consequences of punishment?  Is true justice attained by punishing only? Example answers:

    • over-crowded or full prisons
    • high recidivism rate (recidivism = habitual relapse into crime)
    • families are left behind to fend for themselves
    • one-sided system that does nothing for the human beings involved

    Review the idea from the previous activity that our criminal justice system includes other types of legal action in response to crime, in addition to punishment.

    Introduce the term Restorative Justice. Restoration literally means putting things back as they were.  In application, Restorative Justice focuses on the needs of victims, offenders, and the community.

    Ask students to write down a few ideas about the following problem. Allow 5 minutes.

    • Consider this – If you were to offer advice to President of the United States for a plan to have the country crime-free by the year 2050, what would it include?
    • Now remember that the country does not have unlimited funds, so putting every offender in prison for life is not a viable option. You are going to need a method that stops people from committing crimes.
    • Why do people commit crimes? Why do they commit crimes again after being released from prison?

    Ask for responses and discuss the various suggestions and ideas for pros and cons.

    Explain that law enforcement and the court system at both the federal and state levels have introduced valuable partnerships, generally called Problem-Solving Courts. These “courts” are intense programs designed to either offer an alternative to imprisonment or assist with successful re-entry following release from prison.

    Each problem-solving court usually deals with only one kind of offense or offender. Among the most common is some type of Drug Court.  Drug Courts vary from court to court, but all assist offenders to break their substance addiction, in hopes of preventing them from re-offending.

    Each student will work with a partner to complete the following activity. Once they have selected their partner, give one student C – “Problem Solving Court Fact Sheet.”  Give the other student D – “Drug Court Fact Sheet.”

    They are to read their fact sheet individually and prepare a list of (at least 3) main points to use to explain it to their partner. Allow 10 minutes for students to read and prepare a list of main points.

    Allow 5 minutes for the first student of each pair to explain problem solving courts to their partner. The partner should ask at least one question.

    Allow 5 minutes for the second student of each pair to explain drug courts to their partner. The partner should ask at least one question.

    Conclusion, part 3: Use volunteers to summarize and check for understanding.

     

    OPTIONAL EXTENSIONS:

    Instruct students to explore the section about punishment on the Judicial Learning Center’s website at https://judiciallearningcenter.org/your-day-in-court/ and follow the links to learn more about the United States Sentencing Guidelines.

    Learn more about Drug Courts at http://www.nadcp.org/learn/all-rise. Watch videos and public service announcements.

    Research another type of problem-solving court aside from drug court. Examples include DWI court, youth court, mental health court, veteran court, gang court, family court, fathering court, community court, etc.

    Propose a problem-solving court for your school. What types of offenses would it target?  Would it emphasize prevention, alternative to other punishments, or working with offenders after they’ve already been punished?  Write out a plan to propose to the school, with your expected results.

    Instruct students to learn more about U.S. Probation Officers and their role in the administration of justice. Start at the Judicial Learning Center’s webpage on The Players in the Courtroom: https://judiciallearningcenter.org/the-players-in-the-courtroom/ and follow the link found under “U.S. Pretrial Services and Probation.”

     

    Review the Guiding Questions

    • What is justice?
    • What are some different types of justice?
    • What are the types of punishments for those found guilty of a crime?
    • What is/are the ultimate goal(s) of punishment?
    • How is restorative justice different from the other types?
    • Who benefits from restorative justice?
    • What is a problem-solving court?

  
  

How is jury duty both a right and responsibility of citizenship? Students will explore the American jury system through founding documents and modern materials prepared for jurors today.

Corresponding Student Center Pages

The Judge and The Jury

Suggested Time Needed

2-3 class periods

• Materials
• Objectives & Standards
• Procedure

• United States Constitution
  • Part 1 = Textbook pages or copies of the U.S. Constitution, including the Bill of Rights
  • Part 2 = Trial Jury Handbook.pdf file, Jury Duty Worksheet, Teacher Answer Guide

   

• After completing this activity, students will:

  • Have a deeper understanding of jury duty as a right and responsibility of American citizenship.
  • Be able to identify the mention of the jury in the founding documents.
  • Use online and print resources to prepare for jury duty as an actual juror would.
  • Compare and contrast the different types of jurors and the different types of cases.
  • Evaluate how a fair and impartial jury is selected from the pool of potential jurors.

   

  Guiding Questions

  • What is a jury?
  • Where is it found in the Constitution?
  • How is it both a right and a responsibility of American citizenship?
  • What is the job of a juror?
  • How do criminal and civil trials compare?
  • How is a fair and representative jury selected for a trial?
  • What rules ensure the jury comes to a fair and correct verdict?

   

  Missouri Grade Level and Course Level Expectations

  6-8

  • 6-8.AH.1.GS.A – Analyze laws, policies and processes to determine how governmental systems affect individuals and groups in society in American History prior to c. 1870.
  • 6-8.WH.1.GS.A – Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in world history prior to c. 1450.
  • 6-8.AH.3.GS.E – Apply the principles of rule of law, representation, separation of powers, checks and balances, and federalism to explain the purposes and functions of the Constitution.

  9-12

  • 9-12.GV.1.GS.A – Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.
  • 9-12.GV.3.GS.A – Apply the concepts of due process of law, popular sovereignty, rule of law, representation, and federalism to explain the purpose and legacy of the Constitution.
  • 9-12.GV.3.GS.F – Compare the structure and functions of local, state, and federal governments

• Part 1 – Trial by Jury

  1. Ask students to take out a blank sheet of paper and list 5 rights guaranteed to U.S. citizens. After a few minutes, ask for volunteers and list examples on the board.

   

  2. Call attention to the right to trial by jury, if it was mentioned. If it was not mentioned, instruct students to look over the Bill of Rights, to see if there are any rights they missed on their list.  Direct them to Amendments 6 & 7.

   

  3. Add these to your list on the board –
  • • “the right to trial by an impartial jury (criminal),”
    • “the right of trial by jury (common law=civil).”

   

  4. After you’ve written the rights listed in a & b above, discuss the information in bold below, to help students understand the difference between the terms “criminal” and “civil.”
  • • “the right to trial by an impartial jury (criminal),” – Group of people selected to listen to evidence in a criminal case, and decide guilt or innocence of the accused person. Requires 12-person, unanimous verdict. 
    • “the right of trial by jury (common law=civil).” – Group of people selected to listen to evidence in a dispute between two parties, i.e., when a person sues another person or company for damages. The jury decides if one party damaged the other, and by how much.  Can be from 6-12 people, requires a unanimous verdict.

   

  5. Explain that they should now list 3 duties required of U.S. citizens. After a few minutes, ask for volunteers and list examples on the board.

   

  6. Call attention to jury duty, if it was mentioned. If it was not mentioned, ask students to explain how the government can guarantee everyone’s rights, so that all trials have a jury of citizens?

   

  7. Add to your list of duties on the board – “the duty to serve on a jury if called.”

   

  8. Instruct students to write one or two sentences on their paper, discussing how the word jury can mean a right of citizenship and also a responsibility of citizenship, and explaining how the two are related. This could be expanded to an essay assignment at the teacher’s preference.

   

  9. Using the text of the U.S. Constitution, discuss the following with students:
  • • Having these important, life-changing decisions made by everyday, average citizens, rather than by the government alone, was very important to the founding fathers. Ask students why they think this is such an important right.
    • So important, in fact, that it is written into the Constitution itself, and reinforced with the Amendments discussed above.
      • Review the purpose of the U.S. Constitution: Articles I, II, & III established our 3 branches of government.
      • Look closely at Article III: Article III establishes the Judicial Branch, the courts and judges, jurisdiction of the federal courts, and guarantees trial by jury for criminal cases.  It also defines treason.
      • Review the purpose of the Bill of Rights: The purpose of the Bill of Rights is to protect the rights of individuals against the powers of the government, as was discussed earlier. (Amendments 6 & 7 guarantee the right to trial by jury).So important, in fact, that it is written into the Constitution itself, and reinforced with the Amendments discussed above.

   

  10. Ask students if they think the founding fathers of our country made up the idea of jury trials on their own. Was it a brand new idea?  The answer is no, not at all.  They borrowed this idea, which had existed long before colonists came to this continent.

   

  11. Briefly mention the following points, and outline a timeline on the board. At the teacher’s discretion, students can be divided into research groups on each, to report back at a later time.
      • The original “people’s court” took place in ancient Greece, where you would present your case to a theater filled with 500 adult male citizens.
      • Juries were sometimes used to settle disputes in the Roman Republic.
      • Trial by jury was guaranteed to English citizens by the Magna Carta in 1215, and again by the English Bill of Rights in 1689.
      • The colonists brought the idea of jury trials with them to this continent.  Being deprived of trial by jury was one of the complaints against England in the Declaration of Independence.  (and one of the reasons for fighting the Revolutionary War!)
      • Founding father Thomas Jefferson said, in 1789, “I consider trial by jury as the only anchor ever yet imagined by man, by which a government can be held to the principles of its constitution.”

   

  12. Concluding discussion: Ask students to vote on the following issue, by a show of hands.  If you are being sued for damages, or if you’ve been accused of a crime, whom would you rather have judging the evidence for truth – a judge only or a jury of people just like themselves?  Discuss their responses, being sure to include the concept of fairness.

   

  13. Assign the following for homework. Tell students to talk to one adult (such as a teacher, parent, guardian, other relative) and ask the following questions.  You can print on a worksheet if you’d like, or just have students write the questions down.  Plan to discuss their results in a future class.
      • Have you ever served jury duty?
      • What went through your mind when you received your summons in the mail?
      • Were you questioned by the attorneys who were selecting jurors? If so, can you tell me some of the questions you were asked?
      • Did you get picked to serve on the jury? If so, what was it like?
      • How did this experience affect how you feel about the jury system?
      • Do you think the jury system is important to the judicial process in America? Why or why not?

   

  14. OPTIONAL EXTENSIONS:
      • Play this 6-minute podcast aloud in class, and ask students to take notes. It could also be assigned as homework for students. This is audio only, there is no video. Court Shorts: Trial by Jury
      • Instruct students to visit and explore the Judicial Learning Center’s web page on The Judge and The Jury
      • Assign students to research trials, with or without juries, in other countries today.

   

  Part 2 – Serving Jury Duty

  1. Ask students a few questions about the previous lesson, such as “Why is the right to trial by jury so important?” and “How is jury duty both a right and a responsibility of citizenship?” Ask for volunteers to share the responses they gathered on the homework assignment.

   

  2. Ask students to imagine they’ve been called to jury duty. Explain that a jury summons will direct citizens called to jury duty to visit the court’s website.  There, they can get the information they need about their upcoming service.

   

  3. Pass out and assign the Jury Duty Worksheet. At the teacher’s discretion, students can be assigned to work in groups or as individuals.

   

  4. Direct students to visit the court’s website at moed.uscourts.gov, and click the “Jury Service” tab at the top of the page. There they should find and read the letter to jurors from the Chief District Judge.

   

  5. After reading the letter, they should click “Jury Handbooks” on the left-hand column, then select “Trial Jury.” This will open a pdf file they should use to complete the Jury Duty Worksheet.  If internet access is not available, the pdf file can be downloaded and saved or printed.

   

  6. If some groups finish early, they can explore the other resources for jurors on this page, including:
  • • Click “Juror FAQs” on the left-hand column, then select individual questions, or scroll down to read them all.
    • Click “U.S. Courts National Website” on the left-hand column. This will open up the national page with jury duty information.
  7. When all groups are finished, discuss the answers to the Jury Duty Worksheet. Place special emphasis on the importance of selecting a jury that will be fair and impartial to all parties.  Explain that the court staff, judges, and attorneys all work hard during questioning, to ensure everyone has a right to a fair trial.

   

  8. If possible, instruct students to navigate to the U.S. Courts website to watch the 5 minute video Court Shorts: Jury Service. To get there, they should click “U.S. Courts National Website” on the left-hand column.  This will open up the national page with jury duty information.  When they scroll down, they will see a video screen that says “Court Shorts: Jury Service” with an arrow to play.  As an alternative, this could be shown to the group back in the classroom.  Students should take notes while watching the video.

   

  9. OPTIONAL EXTENSION:Assign students to research information about jury duty at their local state court, and compare and contrast this information with what they’ve just learned about federal jury duty. Below are the links for two state courts in Missouri.
     • 22^nd Judicial Circuit in Missouri (St. Louis City) Jury Duty
     • 21^st Judicial Circuit in Missouri (St. Louis County) Jury Duty – 21st Judicial Circuit

   

  10. Review the Guiding Questions
  • What is a jury?
  • Where is it found in the Constitution?
  • How is it both a right and a responsibility of American citizenship?
  • What is the job of a juror?
  • How do criminal and civil trials compare?
  • How is a fair and representative jury selected for a trial?
  • What rules ensure the jury comes to a fair and correct verdict?