2003 Illinois State Bar Association High School Mock Trials

Participant Schools with Teacher Contact Information

2003 Illinois State Bar Association High School Mock Trial

Thomas Saam, Bartlett High School, 701 West Schick Road, Bartlett, IL 60103

David Ross, Boylan Catholic High School, 4000 St. Francis Drive, Rockford, IL 61103

Judy Colman, Carmel High School, One Carmel Parkway, Mundelein, IL 60060

Steve Welch, Chatham Glenwood, 1501 E. Plummer Blvd, Chatham, IL 62629

David Weemhoff, Stuart Culver, Chicago Christian HS, 12001 S Oak Park Av, Palos Heights, IL 60463

Robert E. Pincham Jr. , Corliss High School, 821 East 103rd Street, Chicago, IL 60628

Jorge Pena, DeLaSalle Institute, 3455 South Wabash Avenue, Chiago, IL 60616

Alison Lupel Chiaro, Evanston Township High School, 1600 Dodge Ave, Evanston, IL 60201

Katherine Thaden, Fenger Acdy/African American Studies, 11220 S Wallace St, Chicago, IL 60628

John Quinn, Michael Latz, Fenwick High School, 505 West Washington, Oak Park, IL

Peter McGivern, Glenbard East High School, 1014 South Main Street, Lombard, IL 60148

Lisa Sbragia Feldman, Glenbard South High School, 23 W 200 Butterfield Rd, Glen Ellyn, IL 60137

Carl Pallasch, Glenbrook South High School, 4000 West Lake Avenue, Glenview, IL 60025

Kathy Runk, Governor French Academy, 219 West Main Street, Belleville, IL 62220

Chris Freiler, Bill Walsh, Hinsdale Central High School, 55th & Grant Streets, Hinsdale, IL 60521

Howard Wright, Hinsdale South High School, 7401 Clarendon Hills Road, Darien, IL 60561

Jennifer Wencel,, Homewood Flossmoor High School, 999 Kedzie Avenue, Flossmoor, IL 60422

Jim Fitzgerald, Hubbard High School, 6200 S. Hamlin, Chicago, IL 60629

Tom George, Huntley High School, 13719 Harmony Road, Huntley, IL 60142

Roger Wiers, Bill Boerman-Cornell, Illiana Christian HS, 2261 Indiana Avenue, Lansing, IL 60438

John Eggebrecht, Ill Math & Science Acdy , 1500 W Sullivan Road, Aurora, IL 60506

Sue Orr, Phil Timm, Penny Siewert, HD Jacobs HS, 2601 Bunker Hill Drive, Algonquin, IL 60102

Robert Barich, Joliet Catholic High School, 1200 North Larkin, Joliet, IL 60435

Michael Kane, Kenwood Academy, 5015 S. Blackstone, Chicago, IL 60615

Angela King, Larkin High School, 1475 Larkin Avenue, Elgin, IL 60123

Al Schroeder, Lexington High School, Wall & Cherry Streets, PO Box 67, Lexington, IL 61753

Donald McArthur-Self, Maine South High School, 1111 S. Dee Road, Park Ridge, IL 60068

Elizabeth Roselieb, Mather High School, 5835 North Lincoln Avenue, Chicago, IL 60659

Alsandra Lewis, Meridian High School, 1401 Mounds Road, Mounds, IL 62964

Jon Berry, Mt. Carmel High School, 6410 S. Dante Avenue, Chicago, IL 60637

Andy Wells, Mt. Vernon High School, 320 South 7th Street, Mt. Vernon, IL 62864

Kathy Bell, Mundelein High School, 1350 West Hawley, Mundelein, IL 60060

James Edwards, Noble Street Charter High School, 1010 North Noble, Chicago, IL 60622

Julie Scott Hagler, Normal Community High School, 303 Kingsley, Normal, IL 62761

Tracy Freeman, Normal Community High School West, 501 North Parkside, Normal, IL 61761

Richard Mertz, Oak Park/River Forest High School, 201 N. Scoville, Oak Park, IL 60302

Dan May, O'Fallon High School, 600 South Smiley, O'Fallon, IL 62269

Daryl Van Landeghem, Paris High School, 309 South Main Street, Paris, IL 61944

Al Wycislo, Providence Catholic, 1800 West Lincoln Highway, New Lenox, IL 60451

Thomas Quinn, Eileen Furey, Providence St. Mel, River Forest, IL 60305

Stephanie Cann, Roxana High School, 401 N. Chaffer Ave., Roxana, IL 62084

Michael Karson, Kathy Brens, St. Charles E High School, 1020 Dunham, St. Charles, IL 61074

Kim Warford, Dana Bone, St. Charles North High School, 255 Red Gate Road, St. Charles, IL 60175

Thomas Lavin, Sacred Heart Griffin, 1200 W. Washington, Springfield, IL 62703

Sheila Baldridge, Salem Community High School, 1200 North Broadway, Salem, IL 62881

Scott Roelofs, Timothy Christian High School, 1061 S. Prospect, Elmhurst, IL 60126

Ed Lipowski, Tinley Park High School, 6111 West 175th Street, Tinley Park, IL 60477

Thomas Miller, Jr., Triad High School, 703 East US Highway 40, Troy, IL 62294

Peter Poulos, Wells High School, 936 North Ashland Avenue, Chicago, IL 60622

Jon Keith, Wheaton Academy, 900 Prince Crossing Road, West Chicago, IL 60185

Al Pieler, York High School, 355 West St. Charles Road, Elmhurst, IL 60126

Volunteer judges, attorneys, legal professionals and staff make this program possible. We would like to take this opportunity to thank the following for making the 2003 Illinois State Bar Association High School Mock Trial Invitational possible.

POINTS OF LAW - DISCUSSION TOPICS FOR CLASSROOM USE

ARE COMMON LAW MARRIAGES VALID IN ILLINOIS - Common law marriage usually occurs after a couple has cohabitated for a substantial number of years.  While some states do recognize common law marriages as legal and binding, Illinois does not.  Current state statutes declare that common-law marriages contracted in this State after June 30, 1905 are invalid.  Any marriage in this state between a man and a woman must be duly licensed, solemnized and registered as mandated by Illinois law.  It should, however, be noted that any children born or adopted of a prohibited or common law marriage are considered fully legitimate under Illinois law.

THE FIREFIGHTER IS OUR FRIEND - Everyone respects the people who work so hard to protect us from fire and other life-threatening emergencies. Especially now, we should take time to remember that their jobs are difficult enough without the public making things harder and possibly more dangerous for these brave men and women. Illinois law states that you may not build, plant or maintain any obstacle that might create a barrier to a fire hydrant. Hydrants must be easily visible and readily accessible. All trees, bushes, walls or other obstacles must be at least 48 inches from the hydrant. Also remember, you may not park within 15 feet of a fire hydrant, or within 20 feet of a fire station driveway (on the same side of the street, or 75 feet of entrance when across the street--these should be properly marked). If you do pass by a fire in progress, you may not drive over fire hoses, unless permitted by the fire official in command.

PET OWNERSHIP RESPONSIBILITIES - If you own a pet, or are thinking about getting one, there are certain duties you owe to your animal. In Illinois, pet owners must provide for each of their animals sufficient quantities of good quality, wholesome food and water; adequate shelter and protection from the weather; veterinary care when needed to prevent suffering; and humane care and treatment. Owners are prohibited by law from beating, cruelly treating, tormenting, starving or overworking or otherwise abusing their animals. No owner may abandon any animal where it may become a public charge or may suffer injury, hunger or exposure.

IF IT SOUNDS TOO GOOD TO BE TRUE, IT PROBABLY IS--PYRAMID SCHEMES - Pyramid scheme often seem harmless, but they can be a costly adventure for participants. These schemes have individuals recruit others to invest in the pyramid. As long as new individuals are recruited, money continues to accumulate, leading to the erroneous conclusion that participants will become rich. Unfortunately, these schemes don't work. The pyramid always collapses, leaving the participants, sometimes thousands, unhappy and out all of the money they thought they had invested in the scheme. Thousands of dollars have been lost by far too many people in Illinois. Pyramid schemes are illegal. If somebody asks you to "gift" money to perfect strangers on the condition that you recruit additional individuals, think twice. It is illegal. You will lose your money. Contact your local police department or the Illinois Attorney General.

STOP LOOK AND LISTEN AT ALL RAILROAD CROSSINGS - Everyone learned as a child to stop, look and listen at railroad crossings. Do you? When you approach a railroad crossing you must stop within 50 ft. to 15 ft. if there is a posted STOP sign, the signal is flashing or the crossing gate is lowered. You must stop if a flag person signals you to stop or a train is approaching and gives a warning. If a railroad crossing has no warning devices, it is the driver's responsibility to slow down, look and listen for a train before proceeding. Drivers violating these provisions are subject to a substantial fine or community service. There are certain vehicles that must stop at almost all railroad crossings. These are second division vehicles carrying people for hire, school buses, and vehicles carrying hazardous materials. To avoid stalling, drivers should avoid changing gears while crossing the track. And, never enter into the crossing area unless you are absolutely sure you will have clearance to exit the area.

CONFIDENTIALITY OF PATIENT INFORMATION - In Illinois, doctors, health care providers, health services corporations and insurance companies are prohibited from disclosing the details of services provided to their patients. There are some exceptions to this rule. Confidential information may be shared with the patient, the party making treatment decisions if the patient is incapable, those directly involved with providing treatment, processing payment for that treatment, and parties responsible for peer review, utilization review and quality assurance. Illinois law also mandates that patient information must be shared with those parties required to be notified under the Abused and Neglected Child Reporting Act, the Illinois Sexually Transmissible Disease Control Act, or where otherwise authorized or required by law. The confidentiality right may be waived in writing by the patient or the patient's guardian. Doctors or other health care providers may not condition the provision of services on the patient's or guardian's agreement to sign such a waiver.

EMPLOYERS MAY NOT ASK PERSONAL QUESTIONS - It is the law. Interviews for employment-related decisions such as hiring and promoting, must be objective not personal. An employer is not permitted to ask personal questions unless they are clearly job-related. Illinois and federal laws prohibit employers from asking questions about your marital status, religion or sexual orientation. In addition, the Americans with Disabilities Act prohibits discrimination against a qualified individual because of a disability. If you feel that you have been discriminated against in any of these ways, contact the equal employment opportunity commission or the Illinois Department of Human Rights.

LEGAL INFORMATION ON THE INTERNET - LAWS VARY FROM STATE TO STATE - As an Illinois consumer, when you seek legal advice or information on the Internet, be sure that the information is based on the law in Illinois (or the place where the legal matter arises, if it is not in Illinois). Laws may vary greatly from state to state. Except for matters governed exclusively by federal law (like bankruptcy and federal tax issues), the law in one state does not control situations in other states. Just because people are able to create a web page doesn't mean that they are legal experts! Be wary, and be skeptical. Don't rely on what one web site says as the definitive legal answer. Look for other sources to verify the information.

CRADLE LESSON PLAN 41555AG

Modified Lincoln-Douglas Debate on Death Penalty for Middle School Students

Created by Deborah Escobar, Framsworth Middle School, Schenectady, New York

ABSTRACT/INTRODUCTION - The ability to listen to both sides of an issue and then present an opinion verbally within a formal structure is essential to

good citizenship. This lesson endeavors to teach students research and presentation skills within a modified Lincoln-Douglas debate structure on the topic of capital punishment.

GOALS/OBJECTIVES

-Students will be able to take notes on the issue of death penalty, using several sources.

-Students will work cooperatively on teams to research and prepare speeches.

-Students will be able to give a verbal presentation using established debate technique.

-Students will understand that a democracy requires the use of public forums to air both sides of an issue.

SUBJECT/GRADE LEVEL/AUDIENCE - Grades 6 through 8; applicable to Social Studies or Language Arts Curriculum

TIME REQUIRED - Five 45-minute class periods

MATERIALS NEEDED - The following resources for student research (all have been checked for appropriateness to age/grade level):

"Death Penalty Debated," News For You, 13 May 1992, Vol. 40,

Issue 19, p. 3.

"Death Penalty: Is It Right?," Current Events, 4 Oct 1991, Vol.

91, Issue 4, p. A

"Executions Don't Deter Murderers," USA Today. April 1992, Vol.

120, Issue 2563, p. 12.

Nard, Don. Death Penalty. San Diego: Lucent Books, Inc., 1992.

O'Sullivan, Carol. Death Penalty: Identifying Propaganda

Techniques. Opposing Junior Viewpoints. San Diego: Greenhaven Press, Inc., 1989.

"Race and the Death Penalty," Time, 29 April, 1991, p. 68.

(You may also wish to review recent articles covering ex-Governor Ryan's position on the death penalty in Illinois and the commutation of sentences for Illinois death row inmates.)

Also index cards.

PROCEDURE

FIRST DAY - Students are taught the format of modified Lincoln-Douglas Debate.

Ahead of time, divide the class into eight small teams of three-four members each. Four of the teams will debate the affirmative side of the resolution and four will debate the negative side. Student teams will be assigned a side of the issue (lottery works best) and a role in the debate: 1st speech, second speech, cross-exam, rebuttal.

Explain the following:

Debate topics are formed into a resolution, stating one side of the issue.

Demonstration debate: Resolved: The death penalty is cruel and inhuman punishment and should be abolished.

The negative side argues AGAINST the resolution and the affirmative team argues FOR it.

The debate procedure is as follows. Place on transparency and show students as you explain.

1st affirmative speech: 2 minutes

1 minute for cross-exam team to confer

Cross-examination by negative team: 2 minutes

1st Negative speech: 2 minutes

1 minute for cross-exam team to confer

Cross-examination by affirmative team: 2 minutes

2nd affirmative speech: 2 minutes

1 minute for cross-exam team to confer

Cross-examination by negative team: 2 minutes

2nd negative speech: 2 minutes

1 minute for cross-exam team to confer

Cross-examination by negative team: 2 minutes

Affirmative rebuttal: 2 minutes

Negative rebuttal: 2 minutes

Explain the Roles within the debate:

Affirmative speeches: It is up to the speakers to build a case that supports the resolution. Providing definitions of key terms in the resolution and presenting facts and logical arguments are important strategies. Arguments are proved through facts, expert opinion, and reasoning.

Example:

"Many experts believe that the death penalty is not fair because it is not distributed equally. If you are black you have a greater chance of being executed than if you are white."

Cross-Examinations: Cross-exam must always be in the form of QUESTIONS ONLY. Three common tactics of cross-examination involve: gaining information by asking pointed questions instead of open-ended questions.

Example:

Q: How many Americans have been wrongfully executed?

A: One study said that 23 innocent people have been executed.

Q: And exactly what period of time did that study cover?

A: 1900-1985

Q: ONLY 23 people in 85 years?

A: Yes

Clarifying the opponent's arguments by asking for definitions.

Example:

Q: You state that execution is usually cruel. Could you define your definition of cruelty?

Demonstrating mistakes in the opponent's reasoning.

Example:

Q: Would you not say that life in prison without parole is also cruel?

Negative Speech: It is the job of the negative to present the opposing argument while attacking the affirmative argument. A pod tactic is to find some room for agreement with the opposing side, while going on to clarify your own value. This is the basis of a persuasive argument.

Rebuttal: Rebuttal answers negative attacks on affirmative positions, or vice versa, while summarizing the overall position of their team. They must go back, re-support, and extend arguments presented; however, they may NOT introduce new evidence.

Allow students to debate a topic that is easily pulled together -- for example, dogs make better pets than cats; or tub baths are better than showers. Going through a "practice" debate of this type allows students to become familiar with the format. Instead of two-minute speeches, however, limit them to one minute.

SECOND DAY - Introduce the topic of capital punishment, allowing students some input in class discussion on the topic for the first 10 minutes of class.

Give students handout 1, and p over the guidelines for taking notes.

Give students access to resources and let them begin taking notes on their side of the issue. This will continue for the third day. Explain that you will check their note cards during class the next day.

THIRD DAY - See above.

FOURTH DAY - Students will work in their small groups to begin writing

speeches and possible cross-examination questions Explain that speeches must have opening and closing statements, be persuasive, and be delivered with best public speaking skills. One student on the team may be chosen to deliver the speech, or students may opt to divide the speech up among the members.

FIFTH DAY - The debate is conducted during this class period. See handout 2 for an example of judging strategy.

* * * * *

Distributed by the Center for Research and Development in Law-Related Education, Wake Forest University School of Law, 2714 Henning DR, Winston-Salem NC 27106; 1-800-437-1054.

Handout 1

NOTE-TAKING GUIDELINES

Write your notes as if you were writing them for someone else.

Record enough information so that its meaning will be clear later. Assume your source will not be available to you again.

Record only ONE item on each card.

Use a consistent form that includes bibliographic information. Your future success as a debater depend on the quality of the information you record. You will need to be accurate enough to allow you to build your case and cite expert opinion. You may also need to refer to facts during cross-examination, so it is important to organize the cards by recording the topic at the top.

SAMPLE CARD - Execution as a deterrent

Nard, Death Penalty, p. 25

Norman Darwick of the International Association of Chiefs of Police gave a speech before the US Senate in 1981, stating that capital punishment helps to "reinforce against killing" and save a "greater number of innocent lives".

2003 YOUTH SUMMIT - CONSTITUTIONAL RIGHTS FOUNDATION CHICAGO

The Constitutional Rights Foundation Chicago 2003 Youth Summit discussed a range of timely topics on safety and freedom in post-September 11 America.

Unit 1 is on controversial public issues: defining terrorism

Unit 2 is on "total information awareness;" creating a federal database

Unit 3 discussed expansion of federal search and seizure powers

Unit 4 discusses the use of torture on suspected terrorists and

Unit 5 is on service learning projects

Materials are available and may be duplicated for educational purposes.

http://www.crfc.org/pdf/2003summit.pdf

For additional information on the Units above, you may wish to use some of the Internet links provided in the Youth Summit materials:

American Bar Association at www.abanet.org

American Civil Liberties Union at www.aclu.org

Amnesty International at www.amnesty.org

Center for International Human Rights: Northwestern Law School at

www.law.northwestern.edu/humanrights/

Central Intelligence Agency at www.cia.gov

Human Rights Watch at www.hrw.org

United Nations Human Rights at www.un.org/rights/

United States Institute of Peace at www.usip.gov

THE SELF HELP LEGAL CENTER AT SOUTHERN ILLINOIS UNIVERSITY HAS THREE MISSIONS

Mission One: Help those who help pro-se litigants.
The Self-Help Legal Center provides assistance to the institutions that come into contact with pro-se litigants in 3 ways:

Creating materials to address their constituency's problems
Providing training on how to assist pro-se litigants
Acting as a resource to which institutions can refer persons who want to resolve a legal problem on their own

Mission Two: Help pro-se litigants find the information they need.
The staff at the Self Help Legal Center will answer questions (either by telephone or in person) about the Center's self-help packets and will provide assistance in locating other self-help legal materials that may be available on a particular subject. In the future, the Self Help Legal Center will provide assistance on-site at local courthouses.

Mission Three: Act as a clearinghouse for Self-Help legal information.
The Self-Help Legal Center is constantly searching the numerous pro-se resources that exist across the state and the country to find those that are best for the citizens of Illinois. As such, the first place to check when looking for a self-help book, class, or publication for use in Illinois is the Self Help Legal Center.

Visit the SIU Self Help Center at www.law.siu.edu/selfhelp/index.htm

TIPS FOR TEACHERS AND RESOURCE PERSONNEL VISITING CLASSROOMS

A. Resource personnel working with students in the classroom and in their own agencies:

1. Begin your part of the presentation with your most interesting information. Try to grab the students' interest immediately.

2. Remember that your audience will be greatly concerned with information that touches their lives. They will respond little or not at all to facts and information that have little relevance to them.

3. Be relaxed and be yourself. Try to incorporate personal reflections during your presentation. Some examples of questions you might want to answer include the following: Why did you become a lawyer, police officer, consumer advocate, etc.? How has the job affected your life? Your family? What has been your most frightening experience on the job? Your happiest? Is you job what you expected it to be?

4. Encourage student participation. Avoid lectures.

5. Remember that no one has all the answers. If a question is asked that is not a part of your expertise, do not hesitate to admit that you do not know.

6. Be honest. Don't feel that you have to defend aspects of the system, which you feel are unfair or inconsistent. Be candid and consider raising policy issues for discussion.

B. Ways in which you may be asked to participate in the classroom:

1. As a resource person in a simulation dealing with particular aspects of the legal process, such as an enactment of an arrest.

2. To help prepare and/or participate as a judge in a mock trial.

3. To teach a class using the Socratic method, challenging students to think through all the ramifications of a legal problem.

4. To serve as a participant or moderator in a panel discussion or debate.

5. To answer specific questions that may have arisen during previous class discussion.

C. Things a teacher should tell a resource person who is visiting a classroom:

1. The teacher's objective in asking the person to visit (e.g., to provide substantive legal information, provide career information, discuss his/her personal feelings about an issue).

2. The number and age level of the students, and their preparation for your visit.

3. Date, time, exact location of visit and special instructions (some schools have only one unlocked entrance; most require visitors to register in the main office); where to park.

4. How and where to contact the teacher if you must cancel.

5. What type of evaluating procedures will be used to assess your effectiveness in the classroom.

D. Ways in which you might involve students on field trips to your agency:

1. Provide information about situations involving young people that relate to the subject to be discussed and the work of the agency.

2. Give students hypothetical or actual cases and let them decide how to handle the case--put them in the shoes of a police officer, lawyer, parole officer, consumer advocate, etc.

3. In place of, or in addition to a tour, students can be paired off and follow one of your personnel through a normal day.

4. Time should be provided at the end of the visit for a discussion of the day's activities.

E. Things you should know before students visit your agency:

1. Objectives of the visit.

2. How many students are coming, from what school, at what time, for how long, and with what adults to supervise.

3. Students' previous preparation for visit.

4. Plans for evaluation and follow-up activities.

A TRUE/FALSE LAW TEST TO PROMPT DISCUSSION IN THE CLASSROOM.

Teachers and/or volunteer attorneys giving this test should do so orally without revealing the true or false answers to the students. Ask for discussion on each topic to see if students can anticipate the appropriate answer through thoughtful debate. After debate has concluded, reveal the correct answer and see how the students feel about what the law states. Ask the students why there might be such a law.

F You can marry without your parents' consent when you turn 16. (No, when you turn 18.)

T Juries are sometimes not allowed to go home during the course of a trial (When a jury is not allowed to go home during the course of a trial, this is called being sequestered. Juries are separated from the community so their thought process is based solely on what they hear in the courtroom, and not on what they might read in newspapers, hear on radio or television, or hear from friends or family members.)

F A hung jury results in the case being tried again with the same jury. (You

would need a different jury)

T Impeachment of an elected official does not necessarily remove that official

from office. (President Clinton was impeached but continued to serve as

President)

T Only people licensed to practice law in Illinois are allowed to give legal advice. (The unauthorized practice of law includes giving legal advice, or assisting someone to complete a legal form.)

T To become a lawyer, you must have graduated from law school, taken and passed the bar exam, taken and passed the character and fitness exam, and been sworn in by a justice of the Illinois Supreme Court. (All these steps are necessary prior to becoming fully licensed and able to practice law in Illinois.)

T You must be 18 or older, a U.S. citizen and a resident of Illinois for 30 days before the election in order to vote.

F All Illinois residents must register for the draft. (False; if you are a male citizen or male alien residing in the United States you must register within 30 days of your 18th birthday. You may register up to 120 days before your 18th birthday. This is known as Selective Service registration.)

T You must be 18 years old or older to serve on a jury in Illinois.

F Drunk driving laws apply only to cars and trucks. (No, they also apply to motorcycles, mopeds, snowmobiles, boats, water skis and aquaplanes.)

GENEVA CONVENTION

The news on the war with Iraq often mentions the Geneva Convention. What is it? What protections does it provide? Is Iraq in compliance? Is the U.S. in compliance? All are good questions for in class discussions. For a full text of the Geneva Convention, visit Yale Law School's Avalon Project at www.yale.edu/lawweb/avalon/lawofwar/geneva03.htm

As a starting point for discussions, ARTICLE 13 of the Convention discusses the treatment of prisoners of war. Was it right for the U.S. media to film Iraqi soldiers surrendering with their arms in the air? Should Iraqi television have filmed U.S. soldiers they had captured?

Article 13 states: "Prisoners of war must at all times be humanely treated. Any unlawful act or omission by the Detaining Power causing death or seriously endangering the health of a prisoner of war in its custody is prohibited, and will be regarded as a serious breach of the present Convention. In particular, no prisoner of war may be subjected to physical mutilation or to medical or scientific experiments of any kind that are not justified by the medical, dental or hospital treatment of the prisoner concerned and carried out in his interest. Likewise, prisoners of war must at all times be protected, particularly against acts of violence or intimidation and against insults and public curiosity. Measures of reprisal against prisoners of war are prohibited."

OTHER PLACES TO VISIT

As always, the American Bar Association has interesting and useful information available. Try www.dialogueonfreedom.org.html and www.abanet.org/justice/nif/home.html and www.insightmagazine.org.html

www.regulation.gov is the online portal to rulemaking and the federal regulatory process.

And, remember to visit the Illinois State Bar Association's Law-Related Education website for future editions of the LRE Newsletter, High School Mock Trial Invitational information and more.

THE DOOR IS ALWAYS OPEN AT www.isba.org/Sections/lawrelateded.asp