Court case study

1. Country: Bulgaria

2. School/Organization, where the practice is collected: Aprilov National Highschool, Gabrovo

3. Level of education:
☐ Primary
x Secondary
☐ Higher
☐ Adult education
☐ Other: _____________

4. Context, where the practice is executed:
x Classroom
☐ School
☐ Local
☐ National

5. How is embedded in curriculum (optional for practices from NGOs):
(subject, cross curricular)

Embedded in the school subject named “CE”.

Tick boxes to which competencies the practice is related to.

☐ Valuing human dignity and human rights
☐ Valuing cultural diversity
x Valuing democracy, justice, fairness, equality, and the rule of law

☐ Openness to cultural otherness and to other beliefs, world views and practices
x Respect
☐ Civic mindedness
☐ Responsibility
☐ Self-efficacy
☐ Tolerance of ambiguity

☐ Autonomous learning skills
☐ Analytical and critical thinking skills
☐ Skills of listening and observing
x Empathy
☐ Flexibility and adaptability
☐ Linguistic, communicative and plurilingual skills
☐ Cooperation skills
☐ Conflict-resolution skills

Knowledge and critical understanding
☐ Knowledge and critical understanding of the self
☐ Knowledge and critical understanding of language and communication
x Knowledge: policy, law, human rights, history, literature, philosophy

6. Description
In order to put the students in a situation where both their creativity and knowledge would be put to the test I would carry through a more interactive lesson. The students would be given a court case to which they, impersonating a literature character, must give a solution. The classroom would be fully transformed into a courtroom with all its essential participants – judge, prosecutor, defender, attorney, witnesses, the accuser and the accused one. This simulation would not only call for the students` literature knowledge, but Philosophy and CE would become the most useful subjects in terms of finding a way out of the intricate case. In this lesson all of the students would be able to speculate around the conflicts in some of the most significant literature works, and their main task would be to refer to the fictional interference as a contemporary case. They would have to analyse the characters` behaviour and considering the story in the book as well as the characters` personality and relations with others, they would have to not only carry out the process of discussing but also come out with a culprit and punishment.
The target age will be 17- or 18-year-olds, from 11th grade.
The students would be divided into 2 groups when it comes to their role in the courtroom: active and passive participants. The active ones would take on the mission to apply the law and the passive ones would be bystanders.

7. Assessment:
x Yes
☐ No

If yes, describe what kind of assessment/feedback is included in practice?

The students` CE will be assessed in terms of tolerance, initiative, discernment, persistence, assertiveness, leadership.

8. Images/Picture/Video