Problem Solving: Different Approaches

Active learning helps students grasp abstract legal concepts by letting them experience roles firsthand. This topic is complex for Year 6 students, so moving beyond lectures to mock trials and role-plays builds genuine understanding through engagement.

• Year 6
• Civics & Citizenship
• 3 activities
• 20 min–90 min

Learning Objectives

1. Differentiate between interpersonal disputes and violations of serious rules based on their impact and the actors involved.
2. Analyze the suitability of conflict resolution strategies, such as negotiation and formal legal processes, for different types of problems.
3. Predict the likely outcomes of applying an inappropriate solution, like mediation for a serious crime, to a given problem.
4. Classify scenarios as either interpersonal disputes or violations of serious rules.

Mock Trial

⏱ 90 min·Whole Class

Mock Trial: The Case of the Missing Lunch

Students conduct a simplified trial for a fictional school-based 'crime.' They take on roles as lawyers, witnesses, and jurors, following the rules of evidence and the adversarial format.

Prepare & details

Differentiate between interpersonal disputes and violations of serious rules.

Facilitation Tip: During the Mock Trial, assign clear roles to every student, including witnesses and court staff, so all participants feel responsible for the outcome.

Setup: Desks rearranged into courtroom layout

Materials: Role cards, Evidence packets, Verdict form for jury

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Think-Pair-Share

⏱ 20 min·Pairs

Think-Pair-Share: Innocent Until Proven Guilty

Students discuss why it is the prosecution's job to prove the crime, rather than the defendant's job to prove they didn't do it. They share how this protects people from unfair accusations.

Prepare & details

Analyze the suitability of various conflict resolution strategies for different types of problems.

Facilitation Tip: For Think-Pair-Share, provide sentence starters like 'I think the defense’s argument is weak because...' to scaffold student thinking before sharing with the class.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Courtroom Roles

Students move through stations where they learn the specific duties of the Judge, the Jury, and the Lawyers. At each station, they complete a short task, like writing a 'jury instruction' or a 'witness question.'

Prepare & details

Predict the outcomes of applying an inappropriate solution to a given problem.

Facilitation Tip: At each Station Rotation, post a simple diagram of courtroom roles to help students quickly identify their responsibilities before rotating.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers should model neutrality when guiding mock trials, emphasizing that the judge’s role is to keep the process fair, not to solve the problem. Avoid letting students blur the lines between the adversarial system and everyday conflict resolution. Research shows that students learn best when they see the adversarial system as a structured game with clear rules, not a moral judgment.

What to Expect

Students will show they understand the adversarial system by explaining the role of the judge, prosecution, and defense in their own words. They will also justify their decisions in scenarios using evidence from the mock trial or discussions.

Watch Out for These Misconceptions

Common Misconception

During the Mock Trial, watch for students who believe the judge should actively search for evidence or question witnesses to solve the problem.

What to Teach Instead

During the Mock Trial, pause after opening statements to ask, 'Who is responsible for presenting the evidence?' Guide students to notice that the lawyers ask questions while the judge only rules on objections or procedure.

Common Misconception

During the Think-Pair-Share, listen for students who say the accused must prove they are innocent if they are charged with a crime.

What to Teach Instead

During the Think-Pair-Share, hand out index cards with the phrase 'burden of proof' at the top. Ask students to write the name of the party that holds this burden before discussing the concept in pairs.

Assessment Ideas

Exit Ticket

After the Mock Trial, ask students to write a paragraph explaining why the judge did not solve the case and who did. Collect these to check for understanding of the adversarial system.

Discussion Prompt

During the Think-Pair-Share, listen for students to explain reasonable doubt using language from the mock trial. Use their responses to assess whether they grasp the concept of 'innocent until proven guilty' beyond the slogan.

Quick Check

After Station Rotation, show students three images: a judge, a lawyer, and a person in handcuffs. Ask them to match each image to the correct role and explain their choice to a partner.

Extensions & Scaffolding

• Challenge early finishers to draft a closing statement for either the prosecution or defense in the Mock Trial, using only the evidence presented.
• Scaffolding for struggling students: Provide a word bank during the Station Rotation with terms like 'cross-examination,' 'verdict,' and 'reasonable doubt.'
• Deeper exploration: Invite a local legal professional to Zoom with the class during the Mock Trial to discuss real-world applications of the adversarial system.

Key Vocabulary

Interpersonal Dispute	A disagreement or conflict between two or more people, often involving personal feelings or differing opinions, like sharing toys.
Violation of Serious Rules	An action that breaks established laws or codes of conduct, which are designed to protect society and maintain order, such as stealing.
Conflict Resolution	The process of solving a disagreement or dispute in a peaceful and constructive way, using methods appropriate to the problem.
Negotiation	A discussion aimed at reaching an agreement, often used for resolving interpersonal disputes where parties can talk directly.
Formal Legal Process	The established procedures within the justice system, involving courts and laws, used to address serious rule violations.