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From the Classroom to the Courtroom

From the Classroom to the Courtroom. Putting Shakespeare on Trial for Fraud. Flash Points. The Inspiration In the Classroom In the Courtroom Assessment & Outcomes Future Projects. The Inspiration. In the Classroom. Interactive library research workshops 10 groups + 10 Topics

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From the Classroom to the Courtroom

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  1. From the Classroom to the Courtroom Putting Shakespeare on Trial for Fraud

  2. Flash Points • The Inspiration • In the Classroom • In the Courtroom • Assessment & Outcomes • Future Projects

  3. The Inspiration

  4. In the Classroom • Interactive library research workshops • 10 groups + 10 Topics • Submitted assignment = 600-800 word “legal memo” divided into three sections • 1) the facts pertaining to their topic; • 2) an interpretation of the facts for the prosecution team; • 3) an interpretation of the facts for the defense team.

  5. Objectives • To help students develop research skills and use the library effectively • To provide students with experience in analysis, interpretation, and persuasive argumentation • To forge a more collaborative learning environment in the classroom

  6. Trial Teams • The ENG223 group projects were compiled and formed the basis of “known knowledge”; this document was distributed to the prosecution and defense teams. • Through analysis of the legal memos, and during several “pre-trial conferences,” both trial teams built their arguments based on the established research.

  7. Objectives • To encourage students to apply theory to practice in various settings • To expose students to legal discourses and trial scenarios • To facilitate collaboration amongst students from different disciplines and faculties

  8. Trial as Performance • I compiled the trial questions and the evidence the teams chose to admit into the court, and then scripted the appropriate (historically accurate) answers for the witnesses. • I met with the witnesses and members of the defense and prosecution teams several times in advance of the trial to ensure that they fully grasped the three-dimensional nature of the witnesses they were examining, cross-examining, or playing.

  9. Objectives • To train students in effective oral communication and public speaking • To bring historical characters to life with three-dimensionality • To draw attention to students’ engagement with new discursive registers (c16th England & c21st Canadian law)

  10. The Trial www.jessicariddell.com

  11. Assessment • 88.6% score on the question “Shakespeare’s trial successfully connected skills and knowledge from multiple sources and experiences” • 89% score for “The assignment encouraged us to explore diverse and even contradictory points of view” • 90% score for “Shakespeare’s trial helped me understand Shakespeare’s authorship issues contextually” • 91.4% and 89% score for “The group project provided a socio-historical context that gave me a deeper understanding and appreciation of Shakespeare’s plays” and “The group project taught me more about Shakespeare’s contemporaries (e.g. Christopher Marlowe, Ben Jonson, Heminges and Condell)” respectively • When asked if “Shakespeare’s Trial Project encouraged me to develop the following core competencies, “Critical thinking” scored 89.5% and “Creative and Adaptive thinking” received an 87.6% score

  12. Future Projects

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