On Monday, students completed their first mock trial, based on the short story Harrison Bergeron by Kurt Vonnegut. In preparation, students learned the difference between criminal and civil trials, basic trial terminology (defendant, plaintiff, bailiff, affidavit, etc.), and the differing burdens of proof—particularly the concept of preponderance of the evidence used in civil cases.

In the trial, students argued a civil lawsuit in which half the class served as the plaintiffs, representing George and Hazel Bergeron in a wrongful death case for their son, Harrison. The other half of the class served as the defense for the Handicapper General, Diana Moon Glampers. This mock trial required students to apply more of the skills they had learned throughout the program than any previous activity. Success demanded not only effective public speaking—focusing on projection, diction, body language, tactical emphasis, and articulation—but also the ability to craft rhetorically strong arguments, drawing on their understanding of ethos, logos, and pathos.

The students absolutely loved the activity and were deeply engaged. We began the trial on Friday, but when time ran out and I had to pause it until the following week, I was met with a chorus of, “No! We want to finish the trial now!”

The success of this activity has pushed me to invest even more deeply in designing lessons that both require students to apply the skills they’ve developed and challenge them creatively while tapping into their competitive spirit. At the conclusion of the trial, several students asked if they could next argue a criminal case based on a real trial—and I’ll be sure to incorporate that into the lesson plan for Week Three.