Instructionally, moot court activities can
provide students with a number of rich learning opportunities. When
students participate in moot courts, they learn how to work together to
analyze complex text, synthesize facts, and formulate arguments.
Students must listen and respond to their peers as they take on the
roles of petitioners, respondents and justices. These simulations of
judicial processes prepare students for civic life and build
understanding of important disciplinary knowledge.
The Common Core State Standards were created to
provide a clear articulation of the knowledge and skills that all
American students need for success in college and careers. Teachers of
all subjects—including social studies, government, and history—are
expected to help students meet the Core’s high standards, and Street Law
resources such as moot court activities can play a valuable role in
this process. Moot court activities specifically provide an authentic
platform from which teachers can design ways for students to demonstrate
proficiency related to a number of Common Core English Language Arts
standards.
The following 11th and 12th grade English Language Arts Common Core standards align with moot court activities:
(Note: While the standards mentioned are 11th
and 12th grade standards, the same 9th and 10th grade standards would
align with moot court activities if used at that grade level.)
Speaking and Listening
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Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS.ELA-Literacy.SL.11-12.1a)
-
Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual
roles as needed. (CCSS.ELA-Literacy.SL.11-12.1b)
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Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives. (CCSS.ELA-Literacy.SL.11-12.1c)
-
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the
task. (CCSS.ELA-Literacy.SL.11-12.1d)
-
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks. (CCSS.ELA-Literacy.SL.11-12.4)
Reading: Informational Text
If students use case summaries (e.g., case brief, opinion summary,
majority opinion, dissenting opinion) to prepare for a moot court
activity, students could demonstrate proficiency in the following
standards:
-
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain. (CCSS ELA Literacy RI Standard 11-12.1)
-
Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to provide a complex analysis; provide an
objective summary of the text. (CCSS ELA Literacy RI Standard 11-12.2)
-
Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the
course of the text. (CCSS ELA Literacy RI Standard 11-12.3)
-
Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court majority opinions and dissents)
and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses). (CCSS ELA Literacy RI Standard 11-12.8)
History/Social Sciences
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Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole. (CCSS.ELA-Literacy.RH.11-12.1)
-
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships
among the key details and ideas. (CCSS.ELA-Literacy.RH.11-12.2)
-
Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain. (CCSS.ELA-Literacy.RH.11-12.3)
Writing
If students write summaries or reflections of their moot court
experience, students could demonstrate proficiency in the following
standard: