Statements, expressions of opinion or comments appearing herein are those of the editors or contributors, and not necessarily those of the Association or Committee.

This newsletter, published free of charge, is aimed primarily at teachers and lawyers who will be speaking in schools. It provides lesson plans and resources to facilitate teaching about the law through classroom exercises. The newsletter is the ISBA's primary vehicle for communicating with teachers, lawyers, judges and other people interested in law-related education.

Definition of Law-Related Education. Law-related education is experience-oriented learning about the American justice system, government and general law. LRE programs offer hands-on opportunities as a means for students to become involved in the law through mock trials, moot court arguments, peer mediation, youth courts, summer law camps, and more. Law-related education helps students achieve by opening their minds to the law without placing them in threatening situations. Rather than having one's first experience with the law be in a confrontation with a police officer or a trip to juvenile court, LRE teaches the principles of good citizenship and introduces students to those who are responsible for making the laws, enforcing them, and seeing that they are carried out fairly--the legislators, law enforcement officials and the legal community. Thus, the first contact with the law is a positive, and often a long-lasting, impression.

Other Committee activities include, but are not limited to:

The ISBA High School Mock Trial Program - This ISBA annual program, hosted by the Standing Committee on Law-Related Education, provides high school students an opportunity to develop case strategies based on a packet of materials developed by the Bar Association's Law-Related Education Committee. Students are provided a case synopsis, affidavits, relevant case law, jury instructions and other educational and resource materials on the trial topic. They are limited to using only these materials in planning their trials. All schools, public and private, who indicate interest in the program will receive the packet of trial information and a training manual which discusses how to prepare for a mock trial. It is not necessary to participate in the event to receive the packet. Teams of ten students (seven acting and three alternates) try the case as prosecutors or defendants on Friday and on Saturday argue the opposite side of the case. They are reviewed by a team of evaluators trained in mock trial procedures. There is a $75 registration fee. Information on the 2007 mock trial program is found below.

The 2007 ISBA High School Mock Trial Invitational will be held in Springfield at the University of Illinois Campus on Friday and Saturday, March 2 and 3, 2007. Mark your calendars! We hope to see you there.

The Illinois State Bar Association's annual High School Mock Trial Invitational began in 1982 and since that time has provided an opportunity for students to learn what it is like to prepare and present a legal case before the Illinois Courts. It is the involvement of the students at every stage of this experience that makes the educational endeavor so worthwhile. As an old Native American proverb says, "Tell me, and I'll forget. Show me and I may not remember. Involve me, and I'll understand."

Students who have participated in the mock trial program in the past say that they have benefited by learning how to work as a team, by developing oral presentation skills, the value of setting a goals and planning, learning how to think on their feet, and to face challenging obstacles with enthusiasm and confidence. Mock trials can be a distinctive way to learn about the legal process used to remedy disputes in Illinois.

The majority of the educational component of the mock trial experience is in the hands of the teachers, lawyers and judges who assist in preparing the teams for the mock trial experience. It is up to these teachers and legal professionals to prepare the students for the mock trial experience. The mock trial presentations in Springfield are one component of this activity and are a means to "showcase" team achievement. The goals of the program are to provide an opportunity for students to learn, and to meet with others to show what has been learned.

· To increase student understanding of the American judicial system.

· To familiarize students with the law, courtroom procedures, and the legal system.

· To build bridges of cooperation and respect between the community and the legal profession.

· To improve skills like listening, speaking, writing, reading, analyzing, and working as a team.

· To learn the meaning of good citizenship through involvement in our system of law and justice.

· To develop team spirit, establish objectives, and work toward a common goal.

Schools may have as many teams as they like, but may only officially register one team. Rules of the program mandate that any participant who officially registers must first participate in a regional or practice trial against an opposing team. These rules, and others, are more fully explained in the materials you will receive if you indicate interest in this program.

The Illinois State Bar Association's Standing Committee on Law-Related Education for the Public administers this activity and each year produces the materials that will be used during the trials. Cases are based on hypothetical fact situations, or may be based on historical events.

Each year the mock trial datebase is updated. If you wish to receive mock trial announcements, registration information, etc., please complete and return the form below so we're sure our records are accurate.

I'm Interested In ISBA's High School Mock Trial Program. Please add me to your e-mail list:

School Name: ____________________________________________________________________

Teacher Name:____________________________________________________________________

School Street Address: _________________________________________

City: _______________________________________________________ State: __________

Zip Code: ___________________________

E-Mail Address: ____________________________________________________

School Fax: ________________________________________________________

Please return this form to:

Donna Schechter, Mock Trial Coordinator

Illinois State Bar Association, 424 South Second Street, Springfield, IL 62701

Why are these laws important?

Who is protected?

What are appropriate penalties?

Is the infraction a civil or criminal issue?

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.

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 $500 fine or 50 hours of 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.

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. If you do pass by a fire in progress, you may not drive over fire hoses, unless permitted by the fire official in command.

HANDICAPPED PARKING PROVIDES ACCESS - Parking in handicapped parking spaces without a permit is a violation of state law and may result in ticketing and/or towing. These spaces are provided by state law to assist those who are unable to walk or have other health restrictions have access to a range of public and private businesses. Handicapped parking spaces should be marked with a sign that indicates the fine for those parking in these spaces without appropriate authority to do so. You may receive a ticket if you are not parked in the space, but your parked car crosses the line and enters or obstructs the reserved area. Any person in violation of the handicapped parking privileges are subject to a fine may also be charged costs in connection with the removal and/or storage of their vehicle if it is towed from the space.

BENEFITS OF ACCURATE TIP REPORTING - Even though there are laws that say you must report your tips, the Internal Revenue Service indicates that less than half of all tip income is actually reported. You may feel that keeping your tips without reporting them is more cash in your pocket. This isn't legal and may hurt you when you want to retire. Because tips, for tax purposes, are considered a form of wages, employers are responsible for reporting these wages to the IRS. Your employer is also responsible for withholding taxes on your behalf. If you don't accurately report your tips, you may not ultimately receive the social security benefits that could be yours, based on your salary and tips combined.

And

The National Parks, Teaching with Historic Places (TwHP), uses this countries numerous historic properties listed in the National Park Service's National Register of Historic Places to enliven history, social studies, geography, civics, and other subjects. TwHP has created a variety of products and activities that help teachers bring historic places into the classroom. All of the lessons are available free of charge on the Web. Their on-line lesson plans are classroom ready. They can be used directly on the computer or they can be printed out, photocopied, and distributed to students. You can browse the collection in a number of ways, each of which includes a short description of every lesson:

The Speakers Bureau, which is composed of justices, judges and courtroom personnel statewide, will help arrange for a speaker.  Speakers are bound by the Code of Judicial Conduct and are unable to address certain matters, such as pending litigation. All presentations are voluntary by the judges with no cost to the community.

The Speakers Bureau also honors requests for its "Judges in the Classroom" program designed to provide school children with the opportunity to hear firsthand from a judge how the judicial system works.  Judges can make the presentation in the classroom, or visits to the courthouse can be arranged.   Please contact the Supreme Court's press office at (312) 793-0870 if needed, for clarification.

That same criteria could be used for "What Makes A Good Lawyer?" Ask students to think of additional criteria for what makes a good lawyer and/or judge.

Here is an excerpt from the ISBA's Law Day Activities Guide:

LESSON TITLE: Choosing Judges

1. (Teacher) distribute the handout and have students read it aloud. Brainstorm and list on the chalkboard: What are the qualities of a good judge? Ask your visiting judge if he or she agrees with the students' assessment. Would he/she add or delete anything from the list?

2. (Lawyer/Judge) Explain how lawyers with the necessary personal and professional qualifications become judges in Illinois, as well as the arguments for and against election vs. appointment of judges. Discuss with students: Do you think that judges should be elected or appointed? Why?

3. (Lawyer/Judge) Divide students into several small groups and ask them to develop a plan for selecting judges that would guarantee ability and honesty. Compare and discuss these plans.

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HANDOUT: THE ROLE OF THE JUDGE IN TRIALS* - Who is the most important person in the courtroom? The defendant in a criminal trial whose life or liberty is at stake might say, "I am the most important person because without me there would be no trial." The defendant's lawyer might also claim this role because people often attend a trial to see a famous defense lawyer in action. Or, the prosecutor might claim to be most important because he or she represents the people of the United States or the people of the state in bringing to justice those individuals who are accused of committing a crime.

On further reflection, however, the judge appears to be the most important person in the courtroom by acting as director of proceedings. He or she sustains or overrules objections made by the lawyers; rules on the admissibility of evidence such as photos, tests and demonstrations; and decides whether a witness can testify. If anyone - lawyers or members of the public - interrupts the proceedings the judge can hold that person in contempt after appropriate warnings. In jury trials, the judge instructs the jurors on the rules of law that apply to the case, and in a non-jury case, the judge determines the guilt or innocence. In either, a jury or non-jury trial, the judge determines the sentence (except in some capital punishment cases) when a defendant is found guilty.

What are the qualities of a good judge? Obviously, a good judge should know the law and be fair so that either side has an equal opportunity to present its position. Most judges have spent a number of years as practicing attorneys - in private practice or as government lawyers - before coming to the bench. Judges interpret the law in applying it to the case before them. Ideally, they must be versed in all areas of the law and must have a "seasoned" judgment.

Other qualities to discuss/consider: Should a judicial candidate be or have:

• a brilliant mind
• married
• liberal
• conservative
• religious
• tough on crime
• young
• well educated
• a U.S. Citizen
• good health
• old and wise
• radical
• family oriented
• impartial
• determined
• independent

*From Justice: Due Process of Law, by Dr. Isidore Starr, West Publishing Co. (1981). Expanded to include criteria from "What Makes A Good Supreme Court Justice," from a lesson plan by Debra Hallock Phillips originally published in the ABA Update on Law-Related Education.

1. Number the following "steps in a trial" in order:

_____Direct examination of defense witnesses

_____Verdict

_____Cross examination of defense witnesses

_____Discovery

_____Opening statement

_____Direct examination of prosecution/plaintiff witnesses

_____Cross examination of prosecution/plaintiff witnesses

_____Closing arguments

2. A. What is the burden of proof in a criminal trial?

______________________________

B. What is the burden of proof in a civil trial?

______________________________

C. Why is there a difference?

a. seriousness of the crime

b. level of difficulty in obtaining a conviction

c. seriousness of the possible penalties

_____Yes _____No

5. Are all trials conducted before a jury?

_____Yes _____No

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____State Appellate Court

_____Trial Court

_____U.S. Supreme Court

_____State Supreme Court

_____True _____False

11. Briefly define "hearsay."

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____The jury _____Opposing counsel _____The judge

_____True _____False

_____Unanimous _____Majority

_____True _____False

_____True _____False

_____True _____False

_____True _____False

19. When a jury is not allowed to go home during the course of a trial, this is

called being sequestered.

_____True _____False

_____True _____False

_____True _____False

_____True _____False

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

_____True _____False

Teachers may use this test as a discussion tool, an assignment for students to research and answer, or as a pre-test for the mock trial experience. Teachers: Please feel free to e-mail dschecht@isba.org for the answer sheet. You will need to identify yourself as a teacher and provide the name of your school.

Try matching these quotes with the correct person who said them. Ask students to discuss why the quotes are remembered as being special. Or, as an additional assignment, ask students to research the quote further and find out what the speaker was talking about...what prompted the quote...who was the audience...etc.

The quotes appear on the left. The actual speaker on the right. Feel free to print and cut the paper in half, distribute the quotes and jumble the list of speakers for your students.

"To be prepared for war is one George Washington

of the most effectual means

of preserving peace."

"The price of freedom is Thomas Jefferson

eternal vigilance."

"...government of the people, by the Abraham Lincoln

People, for the people, shall not

Perish from this earth."

"I have never advocated war except Ulysses S. Grant

as a means of peace."

"To announce that there must be no Theodore Roosevelt

criticism of the president, or that we

are to stand by the president, right

or wrong, is not only unpatriotic and

servile, but is morally treasonable to

the American public."

"The only thing we have to fear is Franklin D. Roosevelt

fear itself."

"The buck stops here." Harry S. Truman

"...ask not what your country can do John F. Kennedy

for you; ask what you can do for your

country."

"If government is to serve any purpose Lyndon Johnson

it is to do for others what they are

unable to do for themselves."

"When the president does it, Richard M. Nixon

that means that it is not illegal."

"Mr. Gorbachev, tear down this wall." Ronald Reagan

"If anyone tells you that America's George Herbert Walker Bush

best days are behind her, they're

looking the wrong way."

"There is nothing wrong in William Clinton

America that can't be fixed with

what is right in America."

"We are not limited by what we have George Walker Bush

done, or what we have left undone.

we are limited only by what we

are willing to do."

Additional quotes may be found by visiting

The future of our nation is in the hands of our young people. We all can and should play a role in assuring America's future by addressing the needs of youth and by focusing on the issues affecting them today. Many young people will come into contact with the legal system, whether through family court, foster care, or the juvenile justice system. In addition, all youth need to understand their rights and responsibilities under the law to become effective participants in our nation's civic life.

The 2007 Law Day theme prompts us to listen to the voices of young people and consider how the law can better serve their needs and interests. It also encourages us to assure that our youth are equipped with the knowledge and skills necessary to effectively make their voices heard within our democracy.

The McCormick Tribune Freedom Museum opened its doors in April of 2006. This new museum, funded by the McCormick Tribune Foundation, celebrates and inspires understanding of the struggle for freedom in the United States. Concentrating on First Amendment issues, the Museum exhibits a collection of First Amendment artifacts, most of which are on loan from other museums from across the country.

The museum is housed at Tribune Tower on 445 North Michigan Avenue. Admission is $5. Open daily, except Tuesdays and some holidays. For more information, read the press release at

Governor Blagojevich signed HB 1463 (Public Act 94-916) into law on June 24. This new law, which became effective July 1, 2006, requires that minors in Illinois attend school in order to maintain their driver's permit or license and allows the State of Illinois to decline to issue or renew driving privileges for any minor deemed to be chronic or habitual truants. This will be accomplished through quarterly reports from all schools to the secretary of state's office that contain lists of students who have been expelled, have withdrawn from school, or who have been certified as truants.

There are exemptions to the new law. Minors who miss school due to illness, economics or family hardships are exempt, as are those who are working toward their GED. Exemptions are also provided to married minors, those who are legally emancipated and students who are being home schooled.

To read the new legislation, visit:

Zeophus J. Williams, Chair Thomas J. Carlisle, Vice-Chair

Hon John P. Coady, Secretary Mary L. Milano, Ex-Officio

Hon Harris H. Agnew Kimberly J. Anderson

Rex L Brown Kelli M. Childress

Hon Michael J. Chmiel Lauren E. DeJong

Mary E. Doherty Pablo A. Eves

Gail T. Friedman Theresa V. Johnson

Dennis J. Kellogg Marylou L. Kent

Frank J. Kopecky Yvonne M. O'Connor

Ann M. Pictor Anthony E. Rothert

Sarah J. Taylor Robert Thurston

Mark D. Hassakis, Board Liaison

Melinda J. Bentley, Staff Liaison

Donna Schechter, Staff Liaison, Mock Trial Coordinator

Jay Reece, Newsletter Editor

Kelli Smith, Newsletter Editor

Illinois State Bar Association

424 South Second Street, Springfield, IL 62701

800.252.8908 217.525.1760 Fax: 217.525.9063