PA Historical Mock Trial: Justice Served?
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PA Historical Mock Trial: Justice Served?

Grade 9MathScienceSocial StudiesEnglish1 days
In this project, students conduct a mock trial of a historical figure from Pennsylvania, using mathematical data analysis and persuasive rhetoric to explore the complexities of the figure's impact on the U.S. Students research historical context, analyze data to support or refute claims, and construct persuasive legal arguments. The project encourages critical thinking about justice, perspective, and the use of evidence in historical interpretation. Ultimately, students present their findings, combining mathematical data and historical context to determine the extent to which justice was served.
Historical Mock TrialData AnalysisPersuasive RhetoricPennsylvania HistoryJusticeSocial DevelopmentPolitical Development
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.To what extent was justice served for a historical figure from Pennsylvania, and how can mathematical data analysis and persuasive rhetoric illuminate the complexities of their impact on the social, political, cultural, and economic development of the U.S. from multiple perspectives?

Essential Questions

Supporting questions that break down major concepts.
  • How can mathematical data analysis be used to support or refute historical claims about a historical figure from Pennsylvania?
  • How does one’s perspective influence their perception of justice and fairness in historical events?
  • In what ways did the historical figure impact the social, political, cultural, and economic development of Pennsylvania and the U.S.?
  • How can we use effective communication and rhetoric to construct a persuasive legal argument?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Research and present a mock trial of a historical figure from Pennsylvania.
  • Use proper grammar, usage, capitalization, punctuation, and spelling in written and oral arguments.
  • Apply mathematical data analysis to support or refute historical claims.

Common Core Standards

CC.1.4.9-10.F
Primary
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.Reason: Directly addresses the grammar and writing components of the project.
CC.2.1.HS.F.1
Primary
Apply and extend the properties of exponents to solve problems with rational exponentsReason: Addresses the mathematical data analysis component of the project.

PA History Standards

PA History Standard
Primary
Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S.Reason: Addresses the historical research and context of the project.

Entry Events

Events that will be used to introduce the project to students

The Plea from the Past

A mysterious letter arrives, supposedly written by the historical figure in question, pleading their case and hinting at hidden evidence. Students must analyze the letter's language, grammar, and even mathematical clues embedded within (dates, times, measurements) to start their investigation and determine the validity of the claims.

Historical Crime Scene Investigation

The classroom is transformed into a crime scene related to the historical figure's alleged offense, complete with 'forensic' evidence (documents, artifacts, data sets). Students work in teams as investigators to analyze the evidence, using mathematical and grammatical skills to reconstruct events and build a case for or against the accused.

The Unveiling of New Evidence

Students participate in a live 'press conference' where a newly discovered document is revealed that challenges the accepted narrative of the historical event. Students must analyze the document's content, grammar, and potential biases, and formulate questions to 'experts' (played by the teacher or guest speakers) to uncover the truth.

Historical Echoes: A Modern-Day Parallel

Present students with a fictional modern-day scenario mirroring the historical figure's situation, but with updated contexts and technologies. Students must use mathematical modeling and grammatical analysis to determine how the historical figure’s actions would translate into the modern scenario and what the consequences would be.

Bias Unveiled: Initial Arguments

Students are divided into prosecution and defense teams based on an initial poll. They receive a highly biased 'primary source' document and must deconstruct its arguments, identify logical fallacies, and evaluate the reliability of its claims using both grammatical analysis and basic statistical reasoning before presenting their initial arguments.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Data Decoder: Exponential Evidence

Students will examine historical data sets related to the historical figure (e.g., population growth, economic trends, land ownership) and apply exponential functions to model and analyze these trends. They will calculate growth rates, make predictions, and evaluate the validity of claims using mathematical evidence.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify and gather relevant historical data sets related to the historical figure's life and times.
2. Create exponential models to represent the data, calculating growth rates and making predictions.
3. Write a report summarizing the mathematical analysis, including a discussion of the results and their implications for the historical figure's case.

Final Product

What students will submit as the final product of the activityA mathematical report that includes exponential models of relevant historical data, calculations of growth rates, predictions based on the models, and a discussion of the limitations and assumptions of the analysis.

Alignment

How this activity aligns with the learning objectives & standardsCC.2.1.HS.F.1: Involves applying mathematical concepts to historical data. The focus here is on using exponents and rational exponents to analyze relevant information.
Activity 2

Contextual Cartographer: Mapping the Past

Students will research the historical context surrounding the figure, focusing on the social, political, cultural, and economic factors that influenced their actions and the events of their time. They will explore primary and secondary sources to gain a comprehensive understanding of the figure's role in Pennsylvania's history.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct research using primary and secondary sources to gather information about the historical figure and their context.
2. Analyze the gathered information to identify key social, political, cultural, and economic factors that influenced the figure's actions.
3. Write a detailed historical background report summarizing the findings and analysis.

Final Product

What students will submit as the final product of the activityA well-researched historical background report that details the social, political, cultural, and economic context of the historical figure's life and actions, including an analysis of their impact on Pennsylvania and the U.S.

Alignment

How this activity aligns with the learning objectives & standardsPA History Standard: Addresses the need to understand the historical figure's impact within the context of Pennsylvania and U.S. history, focusing on social, political, cultural, and economic factors.
Activity 3

Legal Linguist: Crafting the Case

Students will draft opening and closing statements for the mock trial, focusing on persuasive language, logical argumentation, and proper grammar and usage. They will learn how to structure a legal argument effectively and use rhetorical devices to strengthen their case.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the structure and components of effective opening and closing statements in legal proceedings.
2. Draft opening and closing statements for both the prosecution and defense, incorporating persuasive language and logical arguments.
3. Revise and refine the statements based on feedback and further research, ensuring proper grammar and usage.

Final Product

What students will submit as the final product of the activityDrafts of opening and closing statements for both the prosecution and defense, incorporating persuasive language, logical arguments, and proper grammar and usage.

Alignment

How this activity aligns with the learning objectives & standardsCC.1.4.9-10.F: Builds on previous grammar work, adding a layer of legal writing. Focuses on precision and clarity in constructing arguments.
Activity 4

Justice Navigator: The Verdict Equation

Students will integrate their mathematical analysis with their historical research to build a comprehensive case for or against the historical figure. They will use mathematical models and data analysis to support or refute claims about the figure's impact on Pennsylvania and the U.S., considering the social, political, cultural, and economic context.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the mathematical analysis and historical research conducted in previous activities.
2. Integrate the mathematical findings with the historical context to build a coherent argument for or against the historical figure.
3. Prepare a final presentation that effectively communicates the argument, using both mathematical data and historical evidence.

Final Product

What students will submit as the final product of the activityA final presentation that combines mathematical data analysis with historical context to present a comprehensive case for or against the historical figure, demonstrating the extent to which justice was served.

Alignment

How this activity aligns with the learning objectives & standardsCC.2.1.HS.F.1 & PA History Standard: Combines mathematical analysis with historical context. Requires students to use math to support or refute claims about the historical figure's impact.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

PA Historical Mock Trial: Justice Served? Rubric

Category 1

Mathematical Analysis

Assesses the effective application of exponential functions to model historical data, accuracy of calculations and the insightful discussion of limitations.
Criterion 1

Exponential Modeling

Accuracy and appropriateness of exponential models applied to historical data.

Exemplary
4 Points

Demonstrates sophisticated understanding of exponential functions and applies them innovatively to model complex historical trends with precision.

Proficient
3 Points

Demonstrates thorough understanding of exponential functions and applies them appropriately to model historical trends effectively.

Developing
2 Points

Shows emerging understanding of exponential functions and applies them inconsistently to model historical trends with limited accuracy.

Beginning
1 Points

Shows initial understanding of exponential functions and struggles with concept application to historical data.

Criterion 2

Calculations and Predictions

Clarity and accuracy of calculations of growth rates and predictions.

Exemplary
4 Points

Performs calculations with exceptional accuracy and provides insightful predictions with clear justifications and consideration of variables.

Proficient
3 Points

Performs calculations with high accuracy and provides well-reasoned predictions based on the models.

Developing
2 Points

Shows some accuracy in calculations and provides basic predictions, but with potential errors or inconsistencies.

Beginning
1 Points

Struggles with calculations and provides unclear or inaccurate predictions.

Criterion 3

Limitations and Assumptions

Discussion of limitations and assumptions of the analysis.

Exemplary
4 Points

Provides a comprehensive and insightful discussion of the limitations and assumptions, demonstrating a nuanced understanding of the mathematical analysis.

Proficient
3 Points

Provides a clear and thorough discussion of the limitations and assumptions of the mathematical analysis.

Developing
2 Points

Shows some awareness of the limitations and assumptions, but the discussion is superficial or incomplete.

Beginning
1 Points

Demonstrates little to no awareness of the limitations and assumptions of the analysis.

Category 2

Historical Context

Focuses on students' abilities to research, analyze, and contextualize the historical figure within the broader framework of Pennsylvania and U.S. history.
Criterion 1

Historical Research

Depth and breadth of historical research using primary and secondary sources.

Exemplary
4 Points

Conducts extensive research using a wide range of primary and secondary sources to provide a comprehensive and nuanced understanding of the historical figure's context.

Proficient
3 Points

Conducts thorough research using a variety of primary and secondary sources to provide a solid understanding of the historical figure's context.

Developing
2 Points

Shows emerging research skills using some primary and secondary sources to provide a basic understanding of the historical figure's context.

Beginning
1 Points

Demonstrates limited research skills and relies heavily on a few sources, resulting in an incomplete understanding of the historical figure's context.

Criterion 2

Contextual Analysis

Analysis of social, political, cultural, and economic factors influencing the figure's actions.

Exemplary
4 Points

Provides an incisive analysis of the complex interplay of social, political, cultural, and economic factors that influenced the historical figure's actions, demonstrating a deep understanding of historical causation.

Proficient
3 Points

Provides a detailed analysis of the key social, political, cultural, and economic factors that influenced the historical figure's actions.

Developing
2 Points

Shows basic analytical skills in identifying some social, political, cultural, and economic factors that influenced the historical figure's actions.

Beginning
1 Points

Struggles to identify and analyze the social, political, cultural, and economic factors that influenced the historical figure's actions.

Criterion 3

Report Clarity

Clarity and coherence of the historical background report.

Exemplary
4 Points

Presents a well-organized and exceptionally clear historical background report that effectively communicates the figure's impact on Pennsylvania and the U.S.

Proficient
3 Points

Presents a well-researched and coherent historical background report that details the social, political, cultural, and economic context of the historical figure.

Developing
2 Points

Presents a somewhat disorganized historical background report with limited clarity in detailing the historical figure's context.

Beginning
1 Points

Presents a poorly organized and unclear historical background report that fails to adequately detail the historical figure's context.

Category 3

Legal Argumentation

Assesses students' abilities to construct a compelling legal argument using persuasive language, logical reasoning, and correct grammar.
Criterion 1

Argumentation

Persuasiveness and logical strength of arguments in opening and closing statements.

Exemplary
4 Points

Crafts exceptionally persuasive and logically sound opening and closing statements, demonstrating mastery of rhetoric and argumentation.

Proficient
3 Points

Crafts persuasive and logically sound opening and closing statements, effectively supporting the case.

Developing
2 Points

Constructs opening and closing statements with some persuasive elements, but with logical weaknesses or inconsistencies.

Beginning
1 Points

Struggles to construct persuasive and logically sound opening and closing statements.

Criterion 2

Grammar and Usage

Quality of grammar, usage, capitalization, punctuation, and spelling.

Exemplary
4 Points

Demonstrates impeccable grammar, usage, capitalization, punctuation, and spelling in both opening and closing statements.

Proficient
3 Points

Demonstrates proper grammar, usage, capitalization, punctuation, and spelling in both opening and closing statements.

Developing
2 Points

Shows some errors in grammar, usage, capitalization, punctuation, or spelling in opening and closing statements.

Beginning
1 Points

Demonstrates frequent errors in grammar, usage, capitalization, punctuation, and spelling, hindering the clarity of the statements.

Criterion 3

Rhetorical Devices

Effective use of rhetorical devices to strengthen the case.

Exemplary
4 Points

Masterfully employs a variety of rhetorical devices to enhance the persuasiveness and impact of the arguments.

Proficient
3 Points

Effectively uses rhetorical devices to strengthen the arguments presented.

Developing
2 Points

Shows some awareness of rhetorical devices, but their use is limited or ineffective.

Beginning
1 Points

Demonstrates little to no understanding or use of rhetorical devices.

Category 4

Comprehensive Case

Evaluates students' ability to synthesize their mathematical analysis and historical research to form a compelling argument about whether justice was served.
Criterion 1

Argument Coherence

Integration of mathematical findings with historical context to build a coherent argument.

Exemplary
4 Points

Seamlessly integrates mathematical findings with historical context to construct an exceptionally coherent and compelling argument that leaves the audience without doubt.

Proficient
3 Points

Effectively integrates mathematical findings with historical context to build a well-reasoned argument.

Developing
2 Points

Shows some attempt to integrate mathematical findings with historical context, but the argument lacks coherence or is incomplete.

Beginning
1 Points

Fails to integrate mathematical findings with historical context, resulting in a disjointed or illogical argument.

Criterion 2

Presentation Skills

Effectiveness of communication in the final presentation.

Exemplary
4 Points

Delivers an exceptionally clear, engaging, and persuasive final presentation that captivates the audience and effectively communicates the argument.

Proficient
3 Points

Delivers a clear and persuasive final presentation that effectively communicates the argument.

Developing
2 Points

Presents a final presentation with some clarity, but the communication is not always effective or engaging.

Beginning
1 Points

Delivers a final presentation that is unclear, disorganized, and fails to effectively communicate the argument.

Criterion 3

Justice Assessment

Demonstrates the extent to which justice was served.

Exemplary
4 Points

Provides a comprehensive and insightful analysis of the extent to which justice was served, demonstrating a nuanced understanding of the complexities of the historical figure's impact.

Proficient
3 Points

Provides a clear analysis of the extent to which justice was served, considering multiple perspectives and historical factors.

Developing
2 Points

Shows some awareness of the complexities of the historical figure's impact, but the analysis is superficial or incomplete.

Beginning
1 Points

Demonstrates a limited understanding of the historical figure's impact and provides a simplistic or biased assessment of justice.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

To what extent did your initial perspective on the historical figure change throughout this project, and what specific evidence or insights led to this shift?

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Question 2

How effectively did you integrate mathematical data analysis and historical context to build a comprehensive argument in your final presentation? What challenges did you encounter, and how did you overcome them?

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Question 3

In what ways did your understanding of justice and fairness in historical events evolve through this project? How might your conclusions differ from those of someone with a different cultural, social, or political background?

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Question 4

Reflecting on your group's dynamics, what strategies did you find most effective for collaborating and resolving disagreements? How could you apply these lessons to future teamwork endeavors?

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Question 5

How confident are you in your ability to critically evaluate historical claims and construct persuasive arguments, both orally and in writing? Rate your confidence on a scale of 1 to 5 (1 = Not Confident, 5 = Very Confident).

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