The 2006 ISBA Mock Trial Event will be held on Friday and Saturday, March 3 and 4, 2006 at the University of Illinois at Springfield.

The Illinois State Bar Association's High School Mock Trial Program began in 1982. The ISBA Committee on Law-Related Education for the Public feels that the trials make a significant educational contribution to participating students in that they offering a wide range of experience.  While the trials have become quite competitive, the Committee stresses the educational experience as the most important and beneficial aspect of the trials. 

If you would like more information on the Committee and/or the mock trial program, please feel free to contact Donna Schechter, LRE Coordinator, Illinois State Bar Association, dschecht@isba.org, or write to Donna at 424 South Second Street, Springfield, IL 62701, or visit the ISBA's Law-related Education Website at http://www.isba.org/Sections/lawrelateded.asp

You may submit your indication of interest by completing the form below and returning it to Donna at the address, fax or e-mail above:

Teacher Name: ___________________________________________________

School or Group: __________________________________________________

Address: _________________________________________________________

City, State, Zip Code: ______________________________________________

e-Mail address: ____________________________________________________

Phone: ___________________________________________________________

Fax: _____________________________________________________________

Plan to visit the New Abraham Lincoln Presidential Museum!!

Amazingly well preserved artifacts tell the entire life story of our nation's 16^th President. Through the years, Springfield has changed in many ways, but the spirit of our greatest citizen remains intact, especially at the Abraham Lincoln Presidential Museum located at 212 North Sixth Street, Springfield, IL 62701 (217-558-8844)

Museum Hours:

Monday – Sunday 9:00 am – 5:00 pm

Wednesday 9:00 am – 8:30 pm

The Museum is closed Thanksgiving Day, Christmas Day and New Year's Day.

The Museum is accessible and has a gift shop and a cafe.

Ticket Information:

Adult (16-61 years of age) - $7.50

Seniors (62 years of age and up) - $5.50

Children (5-15 years of age) - $3.50

Military (id required) - $5.50

College Students (id required) - $5.50

Children under 5 are Free

No Group Discounts (each person receives a ticket). Groups must pay in full thirty (30) business days prior to visit. Information about tickets will be sent to the contact person for tours prior to your visit. Price for each ticket is $5.50 per person, regardless of age with a group tour appointment scheduled thru the Springfield Convention & Visitors Bureau (217.789.2360)

Creative Use of Music in School Lesson Plans

There's an easy way to search the listings for topics like "justice" or "law" and come up with interesting student activities. While we did not undertake an extensive review of this website, we were easily hooked into searching for additional law-related topics and had fun doing additional searches for full lyrics. Students could be asked to find songs, review lyrics, report on why the song was written, what politically significant or law-related situation lead to the song being crafted, etc.

An a classroom exercise, ask your students to choose a famous person (historical, political, popular culture, etc) and locate a quote, using the library or the Internet, to express the thoughts these people had on peace, tolerance, or some other related topic you are currently discussing. For instance, Franklin D. Roosevelt said, "If civilization is to survive, we must cultivate the science of human relationships--the ability of all people, of all kinds, to live together, in the same world at peace."

When students have compiled a list of quotations, select some that they feel best express the concept of tolerance and peace. Ask the class to vote on which single quotation best expresses their hopes for the future.

Listed below are some samples:

Abraham Lincoln -

• Am I not destroying my enemies when I make friends of them?
• Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
  

Dr. Martin Luther King -

• Hatred paralyzes life; love releases it. Hatred confuses life; love harmonizes it. Hatred darkens life; love illumines it
• Man must evolve for all human conflict a method which rejects revenge, aggression and retaliation. The foundation of such a method is love.

Oliver Wendell Holmes, Jr.

• Speak clearly, if you speak at all; carve every word before you let it fall.
  

Benjamin Franklin

• I will speak ill of no man, and speak all the good I know of everybody.
• Whatever is begun in anger ends in shame.

Jesse Jackson

• Never look down on anybody unless you're helping them up.

John Lennon

• Imagine all the people living life in peace. You may say I'm a dreamer, but I'm not the only one. I hope someday you'll join us, and the world will live as one.
• Give peace a chance.

Rodney King

• Why can't we all just get along?

Other famous figures to research:

Jimmy Carter

Thomas Jefferson

Harry S. Truman

Mark Twain

Winston Churchill

Hillary Clinton

Eleanor Roosevelt

Mother Theresa

Princess Diana

Pope John Paul II

Jurassic Park: A Mock Trial 65 Million Years in the Making

Lesson plan created by David Goldsmith, Nashua High School, Nashua, New Hampshire (Cradle Lesson Plan No. 71558B)

ABSTRACT: This mock trial case is based on the novel by Michael Crichton. Businessman John Hammond's goal is to create the ultimate theme park for fun and profit, featuring live dinosaur attractions. But on the first tour, the security system fails and Ed Regis is killed by a Tyrannosaurus Rex. John Hammond is charged with negligent homicide for creating the dinosaurs and the conditions which led to the death of Ed Regis. Full witness statements are provided, so copies of the book are not necessary.

GOALS/OBJECTIVES

1. Students will understand how our justice system works in a criminal case.

2. Students will demonstrate critical thinking skills by preparing opening or closing statements or witness examination questions and answers to support their side s position in the case.

3. Students will work cooperatively with classmates to formulate and present a unified theory of the case.

4. Students will be able to discuss the ethical implications of biotechnology on our society.

SUBJECT/GRADE LEVEL: This lesson is designed for grades 9-12 and is suitable for classes in Law, Ethics, Future Studies, English, and Biology.

TIME REQUIRED: Approximately 8-10, fifty-minute class periods.

MATERIALS NEEDED

1. Copies of the Description of the Case, Stipulated Facts, Statutes (excerpted and simplified), and all witness statements for each student.

2. Copies of the novel Jurassic Park by Michael Crichton (optional).

3. Copies of the Suggested Page References handout for each student, if copies of the novel are available.

PROCEDURE

1. The teacher should decide on the dates the actual trial will be held. It is recommended that a weekend be planned to fall during the preparation phase of the project rather than in the middle of the trial to promote continuity and allow students

maximum preparation time.

2. The teacher must also decide how to provide a jury for the trial. Selecting students from a study hall or from another class with an interest in the subject matter are the preferred methods. If you wish to chose jurors from the class doing the trial, assign them meaningful outside work during the preparation stage of the trial. Also, requiring the jurors to submit an essay justifying their decision after the case is concluded may help to keep the jurors as focused and serious as the other trial participants.

Day 1

1. The teacher should introduce the lesson with a general discussion of recent developments in biotechnology. The cloning of human embryos, gene therapies, and the release of bioengineered organisms into the environment are all good starting points. David K. Smith's lesson (see bibliography) which is available through the National Repository can be very helpful background here.

2. After initial discussion of what is being done now, the teacher should lead the students in a discussion of what they expect might be possible in these areas during their lifetime, and what potential problems they could foresee resulting from this technology.

3. The teacher should explain that the class will be exploring some of these ethical issues through a mock trial based on the novel Jurassic Park. Students should be cautioned that though the basic premise is similar to that of the movie, there are significant differences of which they must be aware. Also, students should be informed which characters from the novel have been brought back to life for mock trial purposes.

4. The teacher should then hand out the case and go over the Stipulated Facts with the students. After clarifying any confusion, the teacher should then assign the parts of witnesses and lawyers to each student. Depending on the size of the class, up to 10 lawyers may be assigned to each side of the case. The teacher may also want to assign specific responsibilities to each lawyer to avoid confusion.(i.e., cross examination of John Hammond, Defense opening statement, etc.) In some classes, it may be suitable to assign a student to be the judge, though it is recommended that a volunteer lawyer or law student be contacted for this purpose.

5. The teacher should also review for students or explain the steps and order of a criminal trial. The Street Law Mock Trial Manual is very helpful in this respect.

6. Each student should read the case materials in their entirety for homework.

Days 2-4

These days are to be used primarily for student independent and group preparation, though approximately 15 minutes of time at the beginning of each period may be used for general instruction on specific trial topics. If a lawyer has been invited to the class as an outside resource person, all of the instructional topics may be addressed on the day the lawyer is present.

Day 2

1. The teacher should stress to the class the importance of each team's having a unified "theory" of the case. This theory should stem from the elements of the charge and should include what specifically the team intends to prove/disprove and what each witness must contribute to make this effort successful.

2. Remainder of the class period should be used by the sides of the case to formulate their case theory. The teacher may wish to assist in this effort and should check each side's theory before the end of the period or at the start of the next class.

Day 3

1. The teacher should explain to students the basic processes of direct and cross examination. It is important to stress that the questions must be highly specific (i.e., "What happened when your car stopped during the tour?" "What happened after Mr. Regis left the car?", not "What happened on the tour?") Lawyers on direct examination should be instructed to be sure that the witness is the person telling the story, not the lawyer.

2. In explaining/modelling cross examination techniques, the teacher should stress the importance of using leading questions and not allowing the witness another opportunity to simply restate his/her story. (i.e., "Mr. Hammond, isn't it true that you completely disregarded Henry Wu's advice to develop a more docile version of the dinosaurs?")

3. The remainder of the class should be used for students to develop their witness examination questions. Questions should be completed for homework.

4. During the work time, the teacher should also meet with the students working on opening and closing statements and discuss the basic purposes of these portions of the trial. Again, the Street Law Mock Trial Manual is very helpful here.

Day 4

1. The teacher should instruct the class and briefly give examples of objections which will be allowed for mock trial purposes. Relevance, hearsay, badgering, narration, leading, opinions, and a lack of firsthand knowledge are probably sufficient for most purposes. Again, the Street Law Mock Trial Manual is a recommended resource.

2. The remainder of the class time should be used for individual and group trial preparation, with the teacher available to assist anyone needing help on any aspect of the trial preparation. Students should be strongly encouraged to actually practice their parts out loud. The teacher may wish to help some witnesses to prepare by cross examining the witness.

Days 5-7

1. Conduct the trial. The teacher may wish to limit the time for each witness to no more than 7 minutes per side and opening and closing statements to no more than 5 minutes each. Also, placing a limit on redirect and recross and on recalling witnesses may be necessary to keep to a manageable schedule.

2. Providing some of the trappings of a court setting (i.e., gavel, judge's robe, courtroom furniture arrangement, etc. are recommended to heighten student interest and involvement.

Day 8

Debrief the trial exercise (see suggested topics/questions for debriefing section.)

EVALUATION

Students may be effectively evaluated through any of the following means during this mock trial project:

1. Evaluation of the student's written questions or statements.

2. Assessment of the student's actual performance during the trial.

3. Analysis of the student's effectiveness at cooperation and communication skills during both the preparation and trial stages of the project.

4. Grading the essays of student jurors.

DEBRIEFING/CLOSURE

The following questions might serve as an effective basis for debriefing after this mock trial is completed:

1. What witnesses/lawyers were most effective during the trial? What made them effective?

2. Is there anything you would do differently if you were to try this case over again?

3. How did you feel about the job the jury did in deciding this case? Why?

4. Do you feel that our legal system provided John Hammond with a fair trial? Why or why not?

5. Do you feel that the type of biotechnology used in Jurassic Park is feasible during our lifetimes?

6. What if any limitations should our government place on genetic engineering, biotechnology research, release of genetically-altered organisms into the environment, etc?

7. If you had the capacity to determine the gender, intelligence, eye color, and general state of health of your future offspring, would you specify any or all of these traits? Why or why not?

8. What are the implications for society of the choices you and your classmates made in response to question #7.

9. Is there any danger of our biotechnology leading to attempts to create a "master race?"

10. John Hammond feels that medical research could never be profitable enough to support large-scale biotechnology research, and that only entertainment could generate enough money to support such an undertaking. Do you feel this observation is true? If so, what does this say about the values of our society?

TIPS FOR THE TEACHER

1. Insuring that the students understand the mental states specified in the statutes is very important. Stress that negligence is the minimal required mental state for conduct to be considered criminal, but that reckless, knowing, or purposeful conduct is also more than sufficient to prove negligent homicide.

2. For the prosecution, stress the importance of keeping the focus squarely directed on John Hammond. Students sometimes forget that only his conduct is at issue here. What he actually did, or failed to do which a reasonable person should have done is of vital importance in this case.

3. Relevance will be a very key objection in this trial. Much of what makes the story interesting as a novel or movie is not relevant to this criminal case. Remember, if something is not directly connected to the death of Ed Regis, its relevance is questionable. Most of what occurs after his death is likely to be irrelevant.

4. Characters may always elaborate on and embellish their written witness statements to add detail or strengthen their case. This possibility is probably most significant with the character of the Costa Rican Attorney General. Since schools will generally not have access to Costa Rican law, the teacher may have to exercise some discretion as to what embellished testimony is permissible. I allow the trial to proceed on the premise that any biotechnology process which would not be legal in the U.S. would not be legal in Costa Rica. This allows the Costa Rican Attorney General to be a very strong witness -- with adequate research.

BIBLIOGRAPHY

Crichton, Michael. Jurassic Park, Ballantine Books, 1990.

Dugan, David. "The Real Jurassic Park." Nova. PBS. WGBH, Boston. November 1993.

McGuire, Patricia. Esq., Ed. Street Law Mock Trial Manual. Washington, D.C.: National Institute for Citizen Education in the Law, 1984.

Smith, David K. "Ethical Issues in Biotechnology." Available from Warren E. Burger National Repository for Educational Materials on Citizenship and the Constitution, Center for Research and Development in Law-Related Education, 2714 Henning Drive, Winston-Salem, NC 27106

* * * * *

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 A

Description of the Case

Defendant: John Hammond

Charge: Negligent homicide for the death of Ed Regis

Witnesses for the Prosecution:

Dr. Alan Grant Costa Rican attorney general

Ian Malcol Robert Muldoon

Witnesses for the Defense:

John Hammond Dr. Henry Wu

John Arnold Dr. William Harding

Note: Each side may call four witnesses. The witnesses listed above are merely recommended witnesses. Either side may substitute one or more witnesses from the following list:

Tim Murphy Alexis Murphy

Dr. Ellie Sattler Donald Gennaro

If the trial is to be done in or in conjunction with a science class, prominent geneticists or ethicists may be called as well. Procedural notes:

1) A few obvious liberties have been taken with the story line of Jurassic Park to make this case a plausible Mock Trial. First of all, all major characters who died in the story, with the exception of Ed Regis and Dennis Nedry have been brought back to life to enable them to serve as witnesses or the defendant. All witnesses, however, can only possess the knowledge they had at the time of their deaths in the story.

2) Discrepancies most certainly exist between the movie version of Jurassic Park and the novel. For purposes of this case, all discrepancies will be resolved in favor of the facts as portrayed in the novel. This solution allows for deeper analysis and also easier fact checking for the teacher or judge.

3) Witnesses may be cross-examined using any statements they have made, as well as any thoughts conclusively attributed to them by Michael Crichton.

4) The statute utilized for negligent homicide in this case will be the New Hampshire statute. Teachers utilizing this case in other locales may wish to substitute their own state statute.

Handout B

Statutes (excerpted and simplified)

Negligent Homicide - A person is guilty of a class B felony when he causes the death

of another person:

a) Negligently; or

b) In consequence of being under the influence of a controlled substance while operating a motor vehicle

General Requirements of Culpability

The following are culpable mental states as they apply to crimes:

a) "Purposely." A person acts purposely when his conscious object is to cause an element of the crime.

b) "Knowingly." A person acts knowingly when he is aware that his conduct is an element of the crime

c) "Recklessly." A person acts recklessly when he is aware of and consciously disregards a substantial and unjustifiable risk of an element of the crime arising from his conduct. The risk must be of such a degree that its disregard constitutes a gross deviation from the conduct that a law-abiding person would observe in the situation.

d) "Negligently." A person acts negligently when he fails to become aware of a substantial and unjustifiable risk that an element of the crime will result from his conduct. The risk must be such a nature and degree that his failure to become aware of it constitutes a gross deviation from the conduct that a reasonable person would observe in the situation.

When the law provides that negligence is sufficient to establish an element of an offense, such element is also established if the person acts purposely, knowingly, or recklessly.

Knowledge as to whether conduct constitutes an offense is not a required element of any offense, unless the law so provides.

Handout C

Stipulated Facts

John Hammond had a vision: to create the ultimate theme park with live dinosaurs for people to see and enjoy. But for this park to be commercially successful, he felt everything had to be accomplished in secret until the park was ready to open. With this in mind he purchased an island off the coast of Costa Rica and hired a team to begin work on cloning dinosaurs from preserved, prehistoric DNA.

Dr. Henry Wu accomplished the task of creating the dinosaurs. John Arnold was hired to oversee the engineering and running of the park. Robert Muldoon was hired to handle the maintenance and safety of the dinosaurs. Dr. William Harding was hired as veterinarian. Ed Regis was in charge of publicity. Dennis Nedry created the computer system which maintained all park systems. A year before the projected opening, 238 dinosaurs had been created and released into the park, including two Tyrannosaurus Rex. But then Hammond started to run into trouble. Several workmen had been killed on the island, though this was kept secret from the public. The U.S. government had begun to investigate Hammond, and his investors were starting to get nervous that perhaps his park wasn't safe. There was even evidence that some dinosaurs had escaped to the mainland. To try to calm fears, Hammond organized a weekend tour of the park by independent experts to evaluate its safety. Dinosaur expert Alan Grant, mathematician Ian Malcolm, botanist Ellie Sattler, and attorney Donald Gennaro were joined on the tour by Hammond's own grandchildren, Tim and Alexis Murphy. But on the tour, things started to unravel. Unknown to anyone, Dennis Nedry had decided to steal and sell dinosaur embryos to try to make several million dollars. Using his access to the computer system, he had shut off all electricity and communications equipment in the park. The electric cars on the tour stopped, the electric fences containing the dinosaurs failed and the Tyrannosaurus attacked the group. Ed Regis, who had previously witnessed dinosaur attacks on the island ran from the car. He was ultimately attacked by a Tyrannosaurus and dismembered and killed. Other members of the group and the cars were attacked as well, including Ian Malcolm who barely survived.

A poisonous dilophosaur killed Dennis Nedry as he attempted to transport the embryos. Eventually members of the group made their way back to the park control room, survived many other dinosaur attacks by velociraptors and contacted the Costa Rican authorities. The Costa Rican military rescued the survivors and then bombed the island in an attempt to destroy the dinosaurs. John Hammond was then arrested and charged with negligent homicide for the death of Ed Regis.

Handout D

Suggested Page References

The following lists of page numbers are merely suggestions for students. Reading the entire book would of course be most desirable. But for checking back, or in the interest of saving time, a brief list of some of the most important page references for trial purposes has been provided. All references listed here refer to the Ballantine books paperback edition. Background for all:

Death of Ed Regis pp. 183-185, 215-217

Witness: Dr. Alan Grant - Important pages/sections: pp. 31-33, 47-48, 115-118, 147-149, 159-160, 168, 282, 372, 375

Witness: Dr. Ian Malcolm - Important pages/sections: pp. 71-76, 90-91, 132-133, 147-149, 158-166, 226-227, 242-243, 245-246, 283-285, 305-307, 312-313, 350-351

Witness: Robert Muldoon - Important pages/sections: pp. 139, 145-147, 176-177, 221-227, 250, 271, 288

Witness: John Hammond - Important pages/sections: pp. 59-62, 120-137, 139, 147-149, 158-166, 198-203, 250, 305, 381, 391

Witness: Dr. Henry Wu - Important pages/sections: pp. 108-109, 113, 120-125, 149-150, 198-203, 209-210, 334

Witness: Dr. William Harding - Important pages/sections: pp. 242-243, 246-247

Note: Because of sketchy details in the book, this character will need to embellish the stated facts in a consistent manner.

Witness: Costa Rican Attorney General - Important pages/sections: pp. 369, 395-399

Note: Because of the composite nature of this character, it is important that this witness be familiar with the entire book. To aid with review, it is suggested that this character be familiar with the page citations for all other characters.

Witness: John Arnold - Important pages/sections: pp. 126-133, 138-140, 239-241, 245-248,

288

WITNESS STATEMENT FOR MARIA RAMIREZ,

COSTA RICAN ATTORNEY GENERAL

My name is Maria Ramirez. I have been Attorney General for the country of Costa Rica for three years. Because of the tremendous importance of this case, I personally investigated everything once our government became involved. John Hammond set out to consciously circumvent our government and the government of the United States. He never told us of his plans to create and release genetically engineered animals into the environment. These dinosaurs he created were wild, vicious, and dangerous. Because they are prehistoric animals, neither Hammond nor anyone else had any idea how to control them.

We have also discovered that at least one species of dinosaur, the Procompsognathus escaped Isla Nublar and migrated to our mainland. Costa Rica will be trying to correct this problem for years. Hammond seemed only to be concerned with profit. He didn't even hire a doctor to treat people on the island, even after one workman was killed by one of these dinosaurs. The death was covered up so we didn't find out about it until recently. Hammond kept his staff so small that only one person, Dennis Nedry seemed to fully understand the computer system. Creating a system that complex with an insufficient number of people trained to handle it was grossly irresponsible.

It was also very difficult to gain access to Isla Nublar. Flights and ships were very restricted because of the climatic conditions. As a result, there was almost no way to deal with an emergency. I know I have been criticized in the Costa Rican press for not knowing about Hammond's activities before tragedy struck. I acknowledge that as the highest law enforcement official in the country, that ultimately, was my responsibility. It also would have helped our investigation to be able to have visited Jurassic Park before it needed to be obliterated by bombing. But Hammond's secrecy made all this impossible. He must be made to pay for his crimes.

WITNESS STATEMENT FOR DR. ALAN GRANT

I am a paleontologist by training with an expertise in dinosaurs. I am actively digging in a very productive site in Montana. I have published numerous books about dinosaurs and been called as an expert witness before Congress on prehistoric conditions. I have been in contact with John Hammond for a number of years. I knew him as a dinosaur enthusiast and a major contributor to my digs -- about $30,000 a year for the last 5 years. I did some consulting work for him in 1984 concerning eating habits of young dinosaurs, but never knew why he was interested. I got a call from John Hammond just the day before he brought us down to Isla Nublar. I didn't really want to go, but Hammond offered enough money to finance our digging for two years, so it's hard to refuse such a major contributor's request for one weekend.

By the time we reached the island, it was clear what Hammond wanted. He needed "experts" to certify that his dinosaur preserve was safe for tourists. I was fascinated to see the dinosaurs! The potential scientific research value was unbelievable! But obviously, things were far from safe. We were brought on the tour in electric cars to see the dinosaurs close up -- through electric fences. We were never given any warnings, precautions, or recommended emergency procedures before we set out. And

Hammond even sent his grandchildren on the tour! Then the power failed and we were face to face with a huge Tyrannosaurus Rex attacking us. Ed Regis took off. Who could blame him? The T. Rex was as big as a building, could run about 30 mph, had vicious teeth, and immensely powerful jaws!

This animal is the most dangerous carnivore that ever lived with no natural enemies. And we were trapped out there, in the open with no weapons thanks to John Hammond's arrogant lack of concern for the dangers. He hadn't even seemed concerned the day before when I told him there was some evidence of dinosaurs escaping to the mainland. In this attack our party was scattered, our cars destroyed, and everyone was injured. Ian Malcolm was mauled and almost killed. Ed Regis was attacked by the juvenile T. Rex.

Seeing that dinosaur chewing his ragged flesh was the most disgusting sight I have ever seen. Even then, the danger was far from over. I had to lead Hammond's own grandchildren to safety. But things just kept getting more and more perilous with vicious and sometimes even poisonous dinosaurs on the loose. The velociraptors were even more brutal than the tyrannosaurs. We were lucky to survive at all.

WITNESS STATEMENT FOR DR. IAN MALCOLM

I am a mathematician with expertise in probability. My more precise specialty is known as chaos theory, which concentrates on establishing probabilities for events as they actually happen in the real world. John Hammond hired me as a consultant before his dinosaur preserve was ever started to study its feasibility. I told him to abandon the project, that such a complex living system was certain to behave unpredictably, with disastrous results.

The central folly is that living systems cannot be controlled in the way that would be necessary to control these dinosaurs. Animals are wild. Their highest instincts are to survive, to reproduce, to escape artificial barriers. There was no possible way to keep them on the island or to keep them from breeding. No other factor could be totally controlled either. Scientists arrogantly create systems and even alter genetic populations just because they can. They never stop to think of the implications or the consequences of their actions. The whole system of Jurassic Park was inherently unstable from the start. When I told Hammond years ago of these dangers, he just ignored my report. Hammond hired me again to come to the island to see if it was safe. I knew even before we got there that it was a disaster waiting to happen. But I took his tour just to see exactly where the problems were. Then the power failed, and the tyrannosaur attacked us all. I tried to run, but it was too big and too fast! It picked me up in its jaws, bit into my abdomen, and threw me down, breaking my leg. I don't really remember anything else that happened after that.

WITNESS STATEMENT FOR ROBERT MULDOON

I have spent my entire career guiding big game hunters, managing wildlife, and designing zoos. I am currently the game warden at Jurassic Park. Though I find the work interesting and challenging, and the pay is excellent, I have found myself frequently at odds with the park management, especially John Hammond. The problem is, Hammond doesn't really know about wild animals and refused to take the time to learn. He has this romantic view of dinosaurs as gentle creatures and was always most concerned with protecting his investment. Time and again, I tried to convince him of the dangers involved in this park, but he never listened to me. For instance, the velociraptors are the most vicious creatures I've ever seen. I told Hammond they needed to be destroyed because of their amazing speed, leaping ability, love of killing, and ability to escape cages. One escaped and killed two construction workers. But Hammond didn't care. I told Hammond we needed major weaponry, including missile launchers to try to bring down 40-ton dinosaurs in an emergency. How else could we control a Tyrannosaurus? Hammond refused to order any powerful weapons, and only agreed to order one launcher when I threatened to quit and tell the press all about the island. Maybe if I had gone to the press, Ed Regis would be alive today. I got the job of going out after the people when the power failed. At first, I just waited in the control room, thinking the engineers could get the power back on. After all, I believed the monitoring and backup systems in the park were adequate. And then I couldn't go until we got a jeep back to use. I guess I shouldn't have left the keys in the ignition. Hammond only ordered two gas-powered vehicles for emergencies! When I headed into the park, I found Ed Regis' dismembered leg. It was clear from the tearing of the muscles that the Tyrannosaurus Rex had killed him.

WITNESS STATEMENT FOR JOHN HAMMOND

I am a businessman and a lover of dinosaurs. My dream in creating Jurassic Park was to put together the ultimate theme park -- with living attractions! I certainly expected this park to be immensely profitable, but equally important, I wanted the children of the world, who so love dinosaurs, to be able to see them up close and alive. In this park we utilized the latest in genetic technology and so we advanced scientific knowledge. Many naive people think genetic research should be used for medicine.

But there could never be enough money for the research that way. Only pure entertainment generates enough money to sustain such expensive research. I don't know what else could possibly have been done to make Jurassic Park safe. We only acted the way any business would have acted. I created Jurassic Park on an island to keep the dinosaurs from spreading to the mainland. The dinosaurs were secured behind huge electric fences with enormous concrete moats separating regions as well. Viewers and motion sensors were all over the park to keep things well monitored. The

cars were all equipped with two way radios. We counted the dinosaurs every fifteen minutes, by computer, to make sure there were no disappearances or problems. There were redundant security systems for everything, and all of this was controlled by computer. I hired the best people in the world and paid them extremely well so the park would be a success. Sure, I needed to keep our purposes on the island, the cloning of 238 dinosaurs, and a few accidental deaths of workers secret from the rest of the world. If scientists, tourists, and other companies had overwhelmed the island before our systems were ready, that would have been really chaotic and dangerous. We kept our staff to a minimum as well, to prevent undue publicity from leaking out.

People were always doubting the potential success of Jurassic Park, but it's only because they lacked vision. Muldoon wanted to destroy some of the dinosaurs, but he doesn't understand what it cost to create each one. Even Henry Wu wanted to re-engineer the dinosaurs to make them slower and more tame. But I wanted people to see real dinosaurs! In the face of doubters, I brought a team of experts to tour Jurassic Park to verify that it was safe. The whole purpose of the tour was to improve safety. I completely believed in the safety of Jurassic Park. After all, I even brought my own grandchildren on the tour. I wouldn't have taken that risk if I had foreseen any problems. The death of Ed Regis was certainly a tragedy. But it was all the fault of the crimes of Dennis Nedry shutting down the power system and security systems. Blaming me for his death is preposterous. Besides, Ed Regis took this job voluntarily, knowing there were certain risks and inconveniences involved. That's why he was paid so well.

WITNESS STATEMENT FOR DR. WILLIAM HARDING

I am the veterinarian for Jurassic Park. My main responsibility is to insure the health and safety of the dinosaurs. I suppose I am as much of an expert on the behavior of these animals as anyone in the world. Some day, I had hopes of writing the first veterinary textbook on dinosaur medicine. Keeping the dinosaurs healthy was a major professional challenge. No one really had any idea of what they would need to eat, what diseases they might suffer from, and how modern environmental conditions would affect them. I took the job because of the professional challenge, and the generous salary, just as I assume Ed Regis did. I knew these were very dangerous animals -- we all did -- but I felt the undertaking was worth the risk.

I regularly entered the dinosaur habitats behind the fences and almost always felt safe. It was important to be cautious, especially when we were sedating the dinosaurs for medical work, but we got pretty good at this part of the job. It was unnerving when we discovered some dinosaurs were poisonous and couldn't ever locate their venom sacs, but after that realization, we were more careful. Since there was no medical doctor on the island yet, I also had to intervene in some medical emergencies. At the time of the tour, I felt the situation was safe, for the dinosaurs and the people, or I would have advised Mr. Hammond against it. But the security was all based on electricity. Without the fences working properly, the predatory and carnivorous characteristics of the Tyrannosaurus and the velociraptors created unforeseen dangers. These unforeseendangers are what led to Ed Regis' death. You can't blame the dinosaurs for acting on their natural instincts. And you shouldn't blame John Hammond for events that no one could foresee.

WITNESS STATEMENT FOR DR. HENRY WU

I am the geneticist who was responsible for cloning the dinosaurs for Jurassic Park. John Hammond hired me right out of graduate school for this project. He paid me well and made any technology in existence available to me. I am quite proud of the achievement of creating these dinosaurs. The entire idea for creating the dinosaurs came from John Hammond. Because we had to fill in many gaps in the dinosaur DNA available, we cannot be sure how closely the dinosaurs we created matched the originals. We did, however, install many safeguards to try to prevent problems. All of the dinosaurs were made female so breeding was impossible. We made all the animals dependent on enormous quantities of the amino acid lysine so they could not survive in the wild. We also maintained a supply of incredibly lethal toxins in case we had to quickly destroy any of the animals. I was shocked to learn that the dinosaurs were actually breeding and some had escaped the island. But since I didn't even take these concerns seriously, I don't know how John Hammond could have been expected to do otherwise. I had read Ian Malcolm's original report on the feasibility of Jurassic Park, but I dismissed it as the ravings of someone who was simply anti-science. I did warn Mr. Hammond that I felt we should introduce a new version of the dinosaurs

which would be more docile and slower moving so as to reduce the risk to visitors. After all, by nature these dinosaurs are aggressive and wild. But Hammond never agreed. He just couldn't seem to accept that these dinosaurs were not exactly real, but

rather our own creations. Besides, once the dinosaurs had been created, John Hammond tended to listen to me less and less. If Hammond had taken my advice and we had created more tame dinosaurs, maybe Ed Regis would still be alive today.

WITNESS STATEMENT FOR JOHN ARNOLD

I am the head of engineering for Jurassic Park. I have had extensive experience running theme parks throughout my career. But Jurassic Park is definitely the toughest situation in which I've worked. Trying to maintain animals which no one understands, keep the rides operational, maintain the security enclosures, and everything else is monumentally complex. We've had lots of problems, but up until the tour, we were always able to solve them. I was nervous before the tour, but I didn't think any of the problems would be dangerous. To maintain the dinosaurs safely, we enclosed them in electrified fences. Different regions were separated by large concrete moats. Our video sensors counted the dinosaurs every 15 minutes and we could see almost anywhere in the park. We even built a reinforced steel cage around our visitor lodge when we saw how dangerous some of the animals could be. The problem that developed on the tour was that Nedry shut off all our security and tied up the computer system and the phone lines so we couldn't figure out how to fix things for hours. It's an incredibly complex system, and Nedry is really the only one who knew the programming involved. Once the security was down, the fences were out and the animals could roam free. That was incredibly dangerous, and Ed Regis' death was the tragic result. But it never would have happened if it weren't for Dennis Nedry's criminal actions.

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