Submitted by: Amy Stills
School: The Academy at Virginia Randolph
Summary
Students in Business Law have already discussed the differences between rules and laws and civil and criminal courts. We are now discussing civil courts in further detail. Students will research the case of Liebeck vs. McDonald’s and create a Spaaze wall to inform others about the case. I will briefly introduce the case to them without giving them a lot of information. We will then discuss what questions they think need to be answered. Students will then divide up the information so that it is equitable and that all questions will be answered. Students will use the iPad or computer to do their research and to complete the Spaaze wall. Finally students will present their findings to the rest of the class and we will discuss the actual case and decide who we think was responsible for the damages in the case. We will also discuss whether or not they think the court ruling was frivolous or justified. The completed Spaaze wall will be published.
TIPC Ratings
Students constructed questions they felt needed to be researched to better inform them of the facts and findings in the case of Liebeck vs McDonald’s. They used the Internet to conduct the research in order to present the findings of their questions and documented their research on the Spaaze wall. They used the information documented on the wall to present and discuss their findings and to decide whether they felt the findings were frivolous or justified.
Students created questions to drive the research and assigned roles so that all questions were answered. They collaborated to create a Spaaze wall that incorporated everyone’s questions and research.
After completing each section of the wall, they presented the findings and discussed the case. The students then looked at the entire wall and suggested changes that would make it easier for others to understand the facts and implications of the case. They checked to make sure that they did not duplicate facts and images in their presentation. Students made changes in the wall to reflect the changes discussed.
Students generated and answered their own questions. They divided up the questions so that all questions were answered. Students weighed what relevant information they wanted to include on their part of the Spaaze wall in order to inform others about the facts and implications of case.
Students looked at everyone’s information and suggested changes that need to be made in order to ensure anyone reading their Spaaze wall would find it easy to understand the case.
After presenting the facts to the class, the students discussed how their impression of the case changed once presented with all the facts. The students had to decide if they agreed with the jury decision and what they based their decision on. Students took time to reflect on the case and created a section of the wall to put their opinions.
Students created an original Spaaze wall that included relevant information about the case. They added information, pictures, videos, etc. as they worked on the wall to present and support the research. They discussed and edited the final product, eliminating duplicated information, organizing the topics so that the information flowed, and added additional information. After presenting their information to the class, the class added a topic to explain their opinion of the case before publishing the Spaaze wall.
