LEGAL STUDIES ACADEMY

SENIOR PROJECT MANUAL2011-2012

The Legal Studies Academy’s Senior Project builds a bridge for students between educational skills and their relevancy in the real world. The four phases of the Senior Project include a 20-hour investment in a project, a 10-15 page research paper analyzing and discussing an issue within the legal field (including a paper defense to a team of attorneys), a 10-15 minute presentation before a panel of staff and community judges to synthesize and summarize the experience, and a portfolio to document the collection of information pertinent to the Senior Project development.

The Senior Project is a graduation requirement from the Legal Studies Academy. The student must satisfactorily complete all components of the Senior Project to be eligible for graduation with a Legal Studies Academy Seal.

Project Proposal

All seniors will submit project proposals by January 13, 2012. Each proposal will include a detailed project description, steps for completion, documentation, project consultant contracts, and signed parent consent forms. The Senior Project Advisory Board will evaluate the student’s project proposal based upon the challenge each student poses to him/herself, and the skills and knowledge the student proposes to acquire. Students must have their projects approved before beginning any work on their projects. Proposals may be revised several times before receiving approval. This process is a timely one, but serves as the most important step in the student’s successful completion of their project.

The Academic Legal Research Paper & Paper Defense

During the Academic Legal Research & Writing Course, students will complete a formal research paper focusing on an area of law related to their Senior Project. All papers must have an argument or opinion on the subject they are developing, and must not be a report about the student’s project. The research conducted for the Senior Project paper will assist students in the construction of their Project Proposals.

The paper must be at least ten (10) pages, typed, and documented according to the American Psychological Association (APA) format. Students must consult a minimum of twenty-five (25) sources and utilize a minimum of fifteen (15) sources when writing the paper. Both primary (personal interviews) and secondary (books, articles, journals, periodicals) scholarly sources will be required. The process of writing the paper will be monitored during the Academic Legal Research & Writing class.

You will be required to be present your Academic Legal Research paper at a designated presentation time. Professionals have been scheduled to judge and therefore, make-up sessions are highly unlikely. Students will stand before a panel of judges and present their completed project. Staff and local attorneys will be present for this speech and will assess the student according to the rubric provided. Students will present for 5 to 7 minutes and then answer any questions judges may ask. Students will be graded on the content, delivery, and visual aids associated with their project. They will also be graded on their ability to field questions from the panel judges. Students should be able to explain their analysis of a legal issue, established arguments and counterpoints, as well as their overall conclusion. NOTE TO STUDENT: All students are required to present in front of the judging panel; however, the community scores will not affect their overall grade. The educator assigned to each judging panel will assign a grade for the Senior Board Presentation.

The Project

This phase of the Senior Project requires seniors to complete a project that corresponds directly with their research paper. The project must include at least 20 hours of independent work. The project will be monitored during the Senior Project class period; however, the majority of this component will be completed independently. (PLEASE NOTE: Students will be required to maintain a daily task log, complete progress reports, and attend conferences with the Senior Project Instructor to monitor progress)

The student must choose a project that is a challenge. Community service and career exploration are encouraged; however, students must create a product or provide an actual service that has been designed by them. Volunteer work alone for existing community service organizations or working at jobs with adults in career areas of interest to the student are not possible as options for the project. All students must design, create, write or organize something that can be evaluated. Partner projects will not be permitted.

The Portfolio

Students must create a portfolio (E-folio) to document their work on the project. The project is evaluated through the portfolio. The portfolio (e-folio) will contain a letter to the judges, project overview, project evaluation, original project proposal, the research paper, photos, progress reports, and a video trailer. Documentation is essential to successfully complete this project; therefore, it is essential to keep records of everything.

The Senior Boards

You will be required to be present your Senior Project at a designated presentation time. Professionals have been scheduled to judge and therefore, make-up sessions are highly unlikely. Students will stand before a panel of judges and present their completed project. Staff and community members will be present for this speech and will assess the student according to the rubric provided. Students will present for 10 to 15 minutes and then answer any questions judges may ask. Students will be graded on the content, delivery, and visual aids associated with their project. They will also be graded on their ability to field questions from the panel judges. Students should be able to explain the connection between their research paper and their project, as well as what they have learned about the legal field during the course of completing the project. NOTE TO STUDENT: All students are required to present in front of the judging panel; however, the community scores will not affect their overall grade. The educator assigned to each judging panel will assign a grade for the Senior Board Presentation.

Academic Honesty

The Senior Project demands a high level of integrity on the part of students in every phase of the project. Students must realize all work they present for their project will be assumed to be their own. When students are presenting work, which is not original, they must acknowledge the use of such work by properly documenting the paper, the project/portfolio and the presentation.

Any student in violation of Virginia Beach City Public Schools Regulation 5-34.2 (Cheating/Plagiarizing) will be referred to the Academy Coordinator for disciplinary measures.

Any academic dishonesty* by the student on any part of the project will result in a referral to the Academy Coordinator, potential failure of the Senior Project class, and forfeiture of graduating with a Legal Studies Seal.

Definitions of Academic Dishonesty* on the Senior ProjectActs of academic dishonesty, which can result in failing the Senior Project and forfeiting Legal Studies graduation, are listed and described below.

1. Fabrication :Any intentional falsification or invention of evidence, data, citation or other authority on the project, portfolio, paper, or presentation.

On the project this includes, but is not limited to, claiming to have created, designed, written, built, etc., all or part of the project which the student has not produced.

In the paper this includes, but is not limited to, attributing to authorities statements they never made. It is the student’s responsibility to produce any and all sources he or she used for the paper when asked to produce such evidence.

For the presentation this includes, but is not limited to, falsifying statements by sources/experts used. It is the student’s responsibility to produce any and all resources he or she used when asked to produce such evidence.

2. Unauthorized Collaboration :Any collaboration with another person, which has not been expressly allowed by the teacher or the Senior Project Advisory Committee.

On the project this includes, but is not limited to, any other person (the project consultant, a family member, etc.) producing work, which the student has committed to producing alone. The student must make clear in the project proposal the nature of the work he or she will undertake and the nature of any work, which will be performed by others. Project proposals must be followed; any change in project must be approved via a Project Revision Form submitted for approval.

In the paper this includes, but is not limited to, any person other than the student writing any portion of the paper. The student must be able to demonstrate a clear progression from the research phase, to drafting, revising, and editing. All editing suggestions by teachers, family members, tutors, or others must be made on hard-copy drafts of the paper. It is the student’s responsibility to produce any and all intermediate drafts of the paper when asked.

3. Plagiarism :Any intentional use of another’s ideas, words, or work as one’s own. Plagiarism includes the misuse of published material and the work of other students.

On the project this includes presenting as a project or part of the project published or unpublished work by someone other than the student. This includes, but is not limited to, written work, photographs, artwork, graphs, charts, drawings, video and audiotape.

On the paper, this includes, but is not limited to, failing to cite the ideas or words of any source, as well as using all or part of another person’s paper, or representing this draft as an original text.

For the presentation this includes, but is not limited to, failing to acknowledge the sources of any information, words, or material borrowed or used by the students during the presentation.

Consequences for Academic Dishonesty on the Senior Project

1. Students suspected of academic dishonesty will be required to appear before the Senior Project Instructor and Academy Coordinator and demonstrate the originality of all Senior Project work.

2. Students must be prepared to provide evidence of originality for all phases of the project by :

Demonstrating the stages involved in producing the project Demonstrating completion of the project Demonstrating a thorough understanding of the principles and processes involved in

creating the project

Avoiding Academic Dishonesty

Students who are having difficulty in completing their projects because of unforeseen obstacles should notify the Senior Project Instructor immediately in order to avoid the temptation to fabricate a project under pressure of the deadline. Often a teacher will be able to redirect the student to a project which the student will be able to complete.

While writing the research paper, students must be diligent to meet all intermediate deadlines for notes and drafts of the paper to avoid the pressure of writing the paper at the last minute. The student must save all notes and drafts of the paper.

Project Proposal

SENIOR PROJECT PROPOSAL

1. Stretch: Your project must challenge you in some substantial manner. While it may be connected to something you already know, it should require you to learn new skills and develop a new understanding of your project area. It must move you out of your comfort zone.

2. Research: You will be required to complete a substantial amount of research within an area of law prior to beginning your proposal. The objective of the Senior Project is to have a solid connection between the Academic Legal Research Paper and the tangible portion of your senior project.

3. Waiver: Your parents must sign a waiver stipulating their agreement to the activity you are choosing. If your project includes physical risk your project advisor must be notified.

4. Expectations: Product, Performance, and Planned Activity: you must make, perform or plan something for your project that would not happen otherwise. The project must have a clear goal or purpose, which can be measured by the Senior Project Instructor.

Classes are not senior projects You may take a class to reach your goal for the project; however, simply going to class is not the project.

Creating a web page is not an acceptable projectUnless you can demonstrate there is a specific client and audience, with a clear need for the information, web sites will is not allowed.

Research and experience is essential Knowledge in the project field will help develop a more comprehensive project.

Jobs are not Senior Projects. You may not use hours for which you are being paid. A project related to a job must go beyond the regular work schedule and provide for the employer something that is not part of your typical responsibilities.

Creating a documentary is not an acceptable Unless you can demonstrate a specific client and audience with a clear need for the information, documentaries will not be allowed. Accepted documentaries will be judged by existing industry standards and must show a sophisticated level of media skills.

Pre-existing ProjectsIf you use a pre-existing project, you must clearly identify an added stretch.

Partner projects are not allowedAlthough collaboration is common during the Senior Project class, students may not conduct partner projects.

Fundraising is acceptable under certain guidelines You must demonstrate a specific client and audiences with a clear need for the job.

When the project proposal packet is approved, it becomes a binding performance contract. Any major alterations (i.e. alteration of hours, outcome, and documentation) to this project must be approved with the Senior Project Advisor via a Project Revision Form.

Each of the lettered items below must be included in your submitted Project Proposal. It is essential for you to fully breakdown your project and explain how you are going to document your process. Do not omit any of the following lettered items:

A. ABSTRACTEssentially, the abstract should paint a picture of what you plan to do. An abstract describes the general scope of your project. It includes the general details needed to complete your project. Your abstract gives the reader a clear idea of exactly what are going to do, and how you plan to do it. Your abstract should be between 500-700 words.

In order to write an abstract, you must address the following questions: (somequestions may not apply to your specific project – answer as many as possible.) Think specifics/details - number of participants, impact on audience, location, etc.

What is the title of my project? Why have I selected this for a project? What will I make, perform, or host? Who will be my consultant to assist me with my project? Who or what is/are my audience/participants of my project? When/where will my project take place? How many people will participate or benefit from my project? If my project involves an end product, who will evaluate it? What type of material will I need? Who is my client/audience? At the end of reading your abstract, the evaluator should have a clear picture of what you

will be doing for your senior project.

B. LEARNING SKILLSDuring this part of the proposal you need to list the skills needed to complete the project; these are brand new skills that will be learned independently or with the assistance of your project consultant, internship or shadowing experiences. If you are not learning any new skills, this project may not be enough of a stretch for you.

I will need to learn…(list skills to be enhanced) I will need to learn …(list skills that are brand new to you)

C. PROJECT STEPS – Should be presented in sequential order. Totaldocumented hours must be equal or greater than 20 hours. During this part of the proposal you need to list the steps needed to complete the project. These include the most basic and the most complex steps. Brainstorm and break down the process for each task. Take time to consider each task from beginning to end. For each step approximate the amount of time needed to complete each task. Driving time may not be counted.

Think of this as a “to-do” list to complete your project, i.e. in order to create a movie you need to do… purchase the materials , find a location, create a storyboard, shoot footage, edit film, etc.

All of your learning skills listed above in Part B should be evident as a Project Step. For example, if you state you will need to learn how to shoot and edit a crime scene video —where are you learning how in your steps and with whom …

All steps must be put into a table format (as shown below):

STEP 1: Create visual story board layout 1 HourSTEP 2: Outline script 2 HoursSTEP 3: Meet with Consultant, Mr. Smith to

receive feedback on storyboard and script prior to video shoot

3 Hours

STEP 4: Make revisions to storyboard and script

1 Hour

STEP 5 Shoot scene one: location Home Invasion

6 Hours

STEP 6 Etc…

D. PROJECT DOCUMENTATION – All documentation promised in your proposal must be present at your senior project defense. (In addition to those items listed below, all students will be required to complete a journal, time log, and progress reports)

One of the most important aspects of your Senior Project is the documentation process. It is through your documentation in your Portfolio that the Senior Project Defense Committee is able to evaluate your project. You must be thorough in documenting your Senior Project.

Generally speaking, your documentation must include all elements of your steps. All projects will require photo documentation. Video documentation is also strongly recommended. Graders want to see you completing the project in your documentation photos and/or video. If your project requires you to produce a video product, then a storyboard and script are required documentation. You must be prepared to verify your hours were completed by yourself. Consider all receipts, flyers, emails, phone logs, storyboards, scripts, interview questions, interview notes, practice logs or anything obtained during the process of completing your project. Keep a Senior Project folder/box and put all documentation in there.

All of your learning skills listed in Parts B and C need to have documentation to verify completion. For example, if you stated you would need to learn how to brief a case, pictures or video should be present of you learning, if possible. You might also provide notes taken from consultant instruction.

If your Senior Project requires you to create something, you will use your “end product” in your presentation. For example, if you had to reconstruct a crime scene, the crime reconstruction should be presented at the Senior Boards before the defense panel.

E. PROJECT JUSTIFICATION – Explain why this is a quality project.This is an essential step in the project approval process. The Senior Project Advisory Board must agree that this is an appropriate project for you that demonstrates the growthdeemed necessary in order for this project to meet the Legal Studies graduation requirement. Spend thoughtful time formulating your project.

In this step justify why your choice of project is appropriate for you. Consider in your answer such areas as prior background, skills, talents, and learning stretch. Why is this project going to be very challenging for you? Why do you want to accomplish it?

F. PROJECT-PAPER CONNECTION – Explain the link between your project and the legal issue you have chosen to analyze.

You must demonstrate the connection between your Academic Legal Research paper and the project you have selected to complete. Your objective is to pull a project concept directly from the area of law you have chosen to research. For example: If you are researching the impact of the CSI effect on the American Jury, your project topic could be to teach an 8 th grade civics class about the CSI effect and the impact it has had on the American Jury system.

You will need to conduct substantial research in the area of law you are interested in and develop a solid paper topic in order to plan and implement your Senior Project.

G. ACADEMIC HONESTY In this step you need to define academic honesty, plagiarism, and your understanding of these policies and consequences. The Senior Project demands a high level of integrity on your part in every phase of the project. We recognize most of the project is done without close supervision of classroom teachers. All work you present for your project will be assumed to be your own. When you are presenting work that is not original, you must acknowledge the use of such work by properly documenting the paper, the project/portfolio and presentation.

You have permission to copy the sample text for this piece of the proposal.

I understand that any academic dishonesty by me on any part of the project will result in failure of the Senior Project and forfeiture of the Legal Studies Seal on my High School diploma.

H. COMPLETION DATES – Time management is a critical.Your Senior Project/Portfolio will be due April 16-17, 2012. You must create a table detailing all of your project steps listed in part “C” of your project proposal and include a completion date for each step. Please include all progress reports and due dates. This will serve as a time line for your senior project.

I. FACILITIES IMPACT FORM – You must get prior approval to use any facility intended for this project.

In this step explain if First Colonial High School facilities will be needed for this project. If you intend to use First Colonial High School for any portion of your senior project you MUST follow the appropriate guidelines.

1. You must secure a faculty member from First Colonial High School to be one of your project consultants (THEY MUST AGREE TO BE PRESENT AT FCHS DURING YOUR PROJECT)

2. You and your faculty consultant must select an available date to use the FCHS facilities from the school activities calendar.

(http://www.highschoolsports.net/Month/First-Colonial-HS-Virginia-Beach-VA/All/All/All/)

3. Your faculty consultant will complete a building usage form and give it to Mrs. Godfrey.

4. If your usage form is approved, your event will be listed on the school activities calendar

5. A photocopy of your building usage form must be turned in with your project proposal

If you are planning on using First Colonial technology (computers, cameras, etc.), you must obtain permission from appropriate faculty members who oversee the technology you wish to use.

If you are planning on using an outside facility, you will be required to secure the location prior to submitting your proposal, and you must have confirmation in written form attached to your proposal from the director of the facility.

J. PARENT AGREEMENT

As a First Colonial High School, Legal Studies Academy parent, I recognize all parts of the Senior Project are graduation requirements and I intend to support my student throughout the process.

I understand the physical project must be a product or performance which takes at least 20 hours outside of class time to complete, and which challenges my son/daughter’s current skills and knowledge. Additionally, I recognize I may obtain needed information via the Senior Project Manual; posted online.

I fully understand this project selection decision is made independently of the staff and administration of First Colonial High School. The project selection and approval is parent and student-centered. Final approval for the project is governed by the Senior Project Advisory Board.

Due to the importance of the Senior Project, submittal of a project without approval will result in a failure or forfeit of Legal Studies Graduation. Thus, if the project or consultant is altered or changed, a Project Revision Form must be submitted by February 10, 2012.

Parent/Guardian Signature ___________________________ Date _________________

Day Phone ____________________ Evening Phone _________________________

Student Name ____________________________________________________________

Student Signature _________________________________ Date _________________

Student E-mail ___________________________________

K. TEACHER APPROVALI have read this Proposal Packet, asked for clarification when needed, and believe this project will challenge the student.

Teacher ___________________________________ Block __________

Teacher Signature ________________________________ Date ____________

L. CONSULTANT CONTRACT

Student Name: ___________________________________________________________

Dear Prospective Senior Project Consultant:

To satisfy the requirements for First Colonial High School’s Legal Studies Academy (LSA) Senior Project, each LSA senior must complete a project challenging the student and requires 20 hours to complete. The student must create a product or performance which is measurable and corresponds directly with his/her Academic Legal Research paper. In order to carry out this project, the student needs a project consultant, someone from the community with interest, time and expertise to help the student complete the project. Project consultants have the unique opportunity to help a student in a very meaningful learning experience.

Please read the list below to be sure you qualify as a project consultant, and you are willing to undertake this service for the student named above.

The Project Consultant: Must be an adult, 21 years or older Must be knowledgeable in the field the student has chosen. Must be willing to oversee 20 hours or more of student’s work on the project via personal, phone, or

email contact. Must be willing to sign this contract explaining the roles and responsibilities of the student and

consultant after reviewing project proposal and clarifying project with the student. Must be willing to sign a log of student’s hours, progress reports or discuss student’s hours via phone

interview. Must be willing to write an evaluation of the student’s project upon completion with forms provided. Must not help the student with writing the research paper or creating the final presentation.

If you are willing to act as the student’s project consultant, please read and discuss with the student his/her project description, explanation of personal challenge, and rough outline of the project. The student is responsible for meeting all deadlines and completing the project. The student should inform you of those deadlines and establish a schedule of meetings with you.

If you do not feel the student has met the discussed expectations, you may refuse to sign off on this project. If this situation occurs, students will be required to meet with the Senior Project Coordinator to discuss the completion of this project or possibly proposing a new project.

To help us ensure the student has an appropriate project consultant, please provide the information requested at the end of this contract. First Colonial High School’s Legal Studies Academy thanks you for your time and interest in our students. Please feel free to e-mail Angelique Phillips, the Senior Project Instructor, at angelique.phillips@vbschools.com with any questions about the project.

To the Project Consultant: Please provide the information requested and sign on the appropriate line below.

Name _______________________________________ Phone (Day) ________________

Business/Organization __________________________ Phone (Evening) ______________

Address_________________________________________________________________

Email __________________________________________________________________

Would you be willing to advise other students in the same area? YES NO

Please explain your qualifications in the project area to help this student:

What will be your role, your contribution to the student’s Senior Project?

I have discussed the project proposal with the student. The project meets the requirements, and I agree to act as this student’s project consultant.

______________________________________________Date______________________ (Project Consultant Signature)

I understand as the student, I am responsible for meeting all deadlines, for meeting regularly with my Project Consultant, and for completing the Senior Project. I understand my Project Consultant will help me with the project phase and is not responsible for helping me with my paper or my presentation.

_______________________________________________Date____________________ (Student Signature)

ProgressReports

PROGRESS REPORTS

During the project phase of the Senior Project you must keep up-to-date progress reports of the effort, results and time you have spent working on your project. (SEE DUE DATES IN SENIOR PROJECT CALENDAR) Progress reports describe work completed and tasks planned for your Senior Project throughout the term by:

Describing specifically and precisely what tasks have been completed during the recent weeks. Noting work you plan to do prior to the next progress report. Reviewing any problems you have experienced and how you have handled them. Reflecting on the time you have spent on your project.

In Basic terms, a progress report indicates how much you have completed in your Senior Project. Tracking your progress is an important part of documentation. Each progress report builds upon the previous and allows you to document all the work you have accomplished. Progress reports also provide you with the opportunity to document the skills and learning elements of your project as you progress through the numerous stages.

Suggestion: Look at your project steps and break them into areas of focus and write reports for each of those areas. Or take your Learning Skills and discuss each of those in a progress report.

REQUIREMENTS

1. Identify the exact dates and times covered by the report.2. Describe the step in the project and provide any background information necessary.3. Organize information under the following headings:

Work Completed Work Scheduled Problems Encountered

4. Reflective Journal (at least 1 page, double spaced)

The journal should be anecdotal and reflective. You must include this portion within the progress report. The journal is the place to discuss your progress and personal experiences of what you have chosen, your fears about what seems difficult, your observations about how you learn best, and the similarities or differences between the pictures in your mind when you started and how your project is turning out.

For the best results give specific, accurate descriptions of tasks completed and work scheduled versus personal experiences and feelings. Be sure to define terms used within the reports that might be unfamiliar.

Progress reports are an essential part of the project process, don’t procrastinate on this step, it will only hurt your progress on the project.

A minimum of seven progress reports are required in the portfolio, they must be typed.

Please include your name, teacher and date at the top of each progress report.

The best progress reports and journals reflect a serious commitment to your project, some personal insight into your own strengths and weaknesses, honesty about your successes and failures, and some larger perspectives on the relationship between your project and life in general.

Your progress reports will be evaluated based upon completeness, insight and presentation.

All project hours should be accounted for within your progress reports.

SAMPLE PROGRESS REPORT

FORMAT –All progress reports are 12 pt. single-spaced with the exception of the reflective journal, which is double-spaced.

TO: Mrs. Phillips

FROM: Your Name

DATE: Date reported typed

SUBJECT: Progress Report #: State the activity being worked on

PREVIOUS BACKGROUND: State any background information if necessary to aid in understanding the progress report (what you did last before this step).

TIME FRAME: Date began – date ending

HOURS SPENT: Time spent during this time frame only – do not add up hours

WORK COMPLETED Discuss the items worked on or completed during this time frame.

WORK SCHEDULED Discuss what you plan on working on next.

PROBLEMS ENCOUNTERED What problems/difficulties did you encounter? How did you handle them?

REFLECTIVE JOURNAL Journals should be at least one page. Double-spaced.

USE AS MUCH SPACE AS NECESSARY FOR EACH ENTRY

Academic LegalResearch Paper& Paper Defense

ACADEMIC LEGAL RESEARCH PAPER & PAPER DEFENSE

You will be required to write a properly formatted 10-15 page APA documented research paper on a specific legal issue. If, for example, your project was to assist an attorney prepare for an upcoming case in which his client is appealing on the basis of a violation of the 4 th Amendment, a specific topic related to that might be: False Arrests and Fabricated Evidence: The Misuse of Search and Seizure Laws.

NOTE: Papers cannot be: A “history of…” A “biography of…” A “How to…” A report of information

The key to a quality research paper is a topic that allows you, the writer, to analyze the information gathered. To do so, the writer must understand the concepts and terms mentioned in articles read. As a result you will be required to complete several resource analysis reviews to help gather, interpret, and utilize precise information.

Here, your consultant can help. Your research must be timely (2000 to present, in most cases), and it must show a range of academic sources: books, periodicals, online database sources, and a primary source (a personal interview conducted by the writer or an interview read by the writer). A paper without a variety of sources will not pass the “Yes” test for submission.

Actively seek sources, and bring copies of those texts to class. If you use an on-campus computer (the library, computer lab, and laptop cart) you must save your files using your Sharepoint storage area or jump drive. This will provide you access to your files anywhere you can access the Internet. If you have a word processor other than Microsoft Word, save your files in Rich Text Format (RTF) and these files will be able to be opened using different word processing programs.

The paper must be at least ten (10) pages, typed, and documented according to the American Psychological Association (APA) format. Students must consult a minimum of twenty-five (25) sources and utilize a minimum of fifteen (15) sources when writing the paper. Both primary (personal interviews) and secondary (books, articles, journals, periodicals) scholarly sources will be required. The process of writing the paper will be monitored during the Academic Legal Research & Writing class.

You will be required to be present your Academic Legal Research paper at a designated presentation time. Professionals have been scheduled to judge and therefore, make-up sessions are highly unlikely. Students will stand before a panel of judges and present their completed project. Staff and local attorneys will be present for this speech and will assess the student according to the rubric provided. Students will present for 5 to 7 minutes and then answer any questions judges may ask. Students will be graded on the content, delivery, and visual aids associated with their project. They will also be graded on their ability to field questions from the panel judges. Students should be able to explain their analysis of a legal issue, established arguments and counterpoints, as well as their overall conclusion. NOTE TO STUDENT: All students are required to present in front of the judging panel; however, the community scores will not affect their overall grade. The educator assigned to each judging panel will assign a grade for the Senior Board Presentation.

ProjectPortfolio

Senior Project Portfolio (E-Folio)

You will submit your Senior Project Portfolio (E-folio) online on April 16 (B-day) and April 17 (A-day) 2012. Directions will be provided regarding online set-up and submission. In the portfolio you need to document your work on the project, submitting all of the forms and documents listed below.

Be sure to keep a log recording all of the time you spend working on your project. Although this is not a requirement, you may find it helpful when writing your progress reports. Seven progress reports, which offer in-depth analysis of your experience with the Senior Project, are required. Be sure you keep all of your work on the project in a safe place, so compiling it will be a simple process before submission. Be careful to write well, use spell check, and edit effectively on all the portfolio documents. Often, students have done worthwhile projects, only to fail because they have not taken the time to check spelling, mechanics and formatting.

The portfolio will also allow the judges a “sneak preview” of who you are, what you did for your Senior Project and what skills and knowledge you have acquired. Based upon this initial introduction your portfolio gives, the judges can then ask related questions during the question and answer portion of Senior Boards.

Remember, your portfolio will give the judges a first impression of your project. Make sure your first impression is a strong one. Spend some time sprucing up your portfolio contents. Clean up any errors or items that are messy or unclear. Check to make sure the forms you have included are not well written and your materials are organized. Let yourself shine and let the judges begin to see how competent, skilled, and capable you really are. Your portfolio contents should include all the items below typed in order. You may check with your Senior Project teacher about any other items you may want to include.

Home page with Name, Teacher Name, and Period Letter to the Judges Senior Project Overview Project Proposal Project Consultant Evaluation Self-Evaluation of Project All Progress Reports Photo-documentation of project process and completion with captions Completed project if in print form or on videotape, computer disks, or anything

which can be submitted in or with the portfolio. Research paper Resume Video Trailer Any other documentation you stated in your original proposal

SeniorBoards

The final phase of the Senior Project, Senior Boards, will take place beginning on May 21, 2012. Students will stand before a panel of judges and present their completed research projects. Staff and community members with expertise in the students’ chosen areas will serve on the panels of judges. Other seniors who did projects in the same area will present during the same class period, when possible.

Students must present for ten to fifteen minutes and then answer any questions the judges may ask. Students will be graded on visual aids, content of their speeches, delivery, and their ability to field questions.

Students should be able to explain the connection between their research and their projects, as well as what they have learned about themselves in the course of completing their projects.

Preparing for Senior Project Boards

Students must have completed and passed the project and the paper phases of the Senior Project in order to proceed to the presentation phase.

Senior Board assignments will be posted prior to the week of Boards. It is the student’s responsibility to be prepared and be ready to present during the time assigned. Any special technology must be requested (i.e. projector, laptop, etc.)

After all papers and projects have been submitted and evaluated, seniors who are eligible for Senior Boards will give dress rehearsal presentations before fellow classmates. This is an opportunity to work out any kinks and get constructive criticism from your fellow classmates.

Judges will look for four things in your speech:

What did you produce or perform?

What did you learn in your research?

How are your project and paper related?

How did you grow and learn in the experience?

You have accomplished a great deal at this point. Let your confidence and your pride of accomplishment shine through when you speak.

Forms

SENIOR PROJECT OVERVIEW

DIRECTIONS: Explain each area in 35 to 50 words.

Name: ___________________________________________________

Title of Project: ___________________________________________

Title of Research Paper: _____________________________________

Synopsis of Research Paper:

Project Description:

Relationship between Project and Paper:

My background experience in the area:

Special things I’d like judges to consider and look for:

PROJECT CONSULTANT EVALUATION

Thank you for taking the time to assist this student with the completion of their Senior Project. We hope it has been a positive experience for the student and for you. In order to better evaluate this student’s performance, please take a few minutes to fill out the form below.

Student’s Name _____________________________________________________

Project ______________________________________________________

Consultant’s Name______________________________________________________

Consultant’s Phone______________________________________________________

Please circle one for each area indicating the student’s level of proficiency.

CATEGORY Above Standard

4

Standard

3

Developing

2

Below Standard

1CHALLENGE Extremely high

level of risk or difficulty for the student; student

went beyond prior knowledge

High level of risk or difficulty for

the student; student went beyond prior knowledge

Some level of risk or difficulty for

the student; student went beyond prior knowledge

No level of risk or difficulty for the student; student

went beyond prior knowledge

TIME COMMITMENT Extremely high level of

responsibility demonstrated; met

intermediate deadlines, kept appointments,

used time productively

High level of responsibility

demonstrated; met intermediate

deadlines, kept appointments,

used time productively

Some level of responsibility

demonstrated; met intermediate

deadlines, kept appointments,

used time productively

No level of responsibility

demonstrated; met intermediate

deadlines, kept appointments,

used time productively

PROBLEM SOLVING Extremely strong ability of student

to overcome obstacles, persist when faced with

difficulty, anticipate possible problems/solution

Strong ability of student to overcome

obstacles, persist when faced with

difficulty, anticipate possible problems/solutions

Some ability to overcome

obstacles, persist when faced with

difficulty, anticipate possible problems/solution

s

No ability of student to overcome

obstacles, persist when faced with

difficulty, anticipate possible problems/solutions

sUSE OF RESOURCES Student involved

several other people,

organizations, books, Web sites,

etc.

Student involved other people, organizations,

books, Web sites, etc.

Student involved either other

people, organizations, books, or Web

sites

Student used a limited amount of

resources

CREATIVITY/QUALITY Extremely high degree to which

the product, performance or

service demonstrates a

concern for high quality.

High degree to which the product,

performance or service

demonstrates a concern for high

quality.

Some degree to which the product,

performance or service

demonstrates a concern for high

quality.

Does not represent a concern for high

quality work.

Total Points ________/ 20

How many times have you met with the student during the course of the project?

3-4 5-7 7-10 10 or more

How many hours can you verify this student spent working on this project? ______

Please comment on any of the above areas of evaluation, or on anything you believe is relevant to this student’s performance on the Senior Project.

___________________________________________ Date: ___________________ (Project Consultant Signature)

SENIOR PROJECT SELF-EVALUATION

Directions: Utilize this worksheet to help evaluate yourself and your project. Be as complete and descriptive as possible. This self-evaluation should give the scoring team a clear picture of what you accomplished in your project. You may recreate these forms on your own computer or download them from the Class Homepage. Be sure to give a typed clear description and account for all twelve items on the self-evaluation.

Name __________________ Project Start Date _____________________

Title of Project __________________ Project Completion Date ____________________

1. In 40 words or more describe your project and the steps you performed to complete it. What did you produce or perform?

2. In at least 40 words explain how the project challenged you, and what sort of time challenges and resource problems did you encounter?

3. List and then describe 5-8 fundamental ideas/concepts/skills of your project, which you learned during your project.

Example from Project on Search and Seizure

Idea/Concept/Skill Explanation (how you learned it)

Case Briefing In order to prepare for the trial I was working on, I had to learn the elements of a case brief and analyze other case briefs.

4. List and describe 5-8 problems you encountered in your project, and briefly describe how you solved each.

Example from Project on Search and Seizure

Problem Explanation

Research Many of the cases I was looking for were not accessible through the schools Internet service, therefore I had to use other resources.

5. Outline the process hours spent in completing the project.

A. Estimated total hours spent on project:_______{Should match those detailed in Progress Report}

B. Estimated total steps involved in your project: ________

Modify number of steps to fit your project.

Steps Involved Hours Date Completed

Step 1: __________________________________ _______ ___________________

Step 2: __________________________________ _______ ___________________

Step 3: __________________________________ _______ ___________________

Step 4: __________________________________ _______ ___________________

Step 5: __________________________________ _______ ___________________

6. List materials used.

7. List all people who helped you on the project and briefly describe the help given.

Example

Ed Davis Project Consultant; he let me shadow events to learn the attorney’s trade; and he reviewed all my research for the case.

8. How does your completed project compare to the picture you had in mind when you started the project?

9. If given the opportunity, what would you do differently now that you speak from experience?

10. Now that the project is completed, explain/describe the stretch or challenge you encountered/experienced.

11. Beyond the project itself, what did you learn about yourself?

12. What grade would you give yourself on the project? Justify the evaluation of your grade in at least 25 words.

Grade: ____________

Justification:

SUGGESTED SENIOR PROJECT LOG

During the project phase of the Senior Project, it is suggested you keep an up-to-date record of the efforts, results and time you have spent working on your project. This log is important for several reasons. First, it keeps you on task and focused by requiring you write down what you have accomplished so far and what you need to do next. It also keeps a record of the time spent on the project. Finally, the Senior Project log allows the Senior Project judges to realize your effort, thought, and learning challenge. It will give them a clearer idea of the scope of your project...

Because this log is an important element in the process, make sure it is clearly and neatly written or word-processed. Logs should be submitted in chronological order.

Possible Suggestions for Log Fill in date, location, and starting time at the beginning of each session Fill in the ending time, description of activities, and both signatures at the end of each session Have them signed Keep logs in chronological order and submit in the portfolio

Senior Project Log

Date: Wednesday, January 12, 2012 Place: Mrs. Phillip’s room

Time begun: 7:20 a.m. Time completed: 8:30 a.m.

Description of activities:

7:20-8:00: Looked at plans and discussed the expectations of the case.

8:00-830: Decided to use the Smith vs. Jones case as a basis for case preparation,

Project Consultant’s signature: Mrs. Phillips

Student’s signature: John Doe

PROJECT REVISION FORM

To the student: Provide the information requested, a new proposal with highlighted changes, and sign on the appropriate line. Revisions will be accepted until February 10, 2012

Name Email:

Class Schedule 1. / 2. / 3. / 4. /

Project Title Advisor Room # Project Consultant Phone #

Explain the changes or alterations you are requesting.

For what reason(s) are these changes necessary?

How will these changes affect the outcome, challenge and time initially put forth in your proposal?

Student Signature Date

Revision to project: Approved DeclinedReason for Decision

Signature of Project Coordinator Date

Samples(Proposal/Letter to Judges)

Sue SmithMrs. PhillipsSenior ProjectFebruary 28, 2011

American Juries: An In depth Analysis!A. Abstract

As a senior in the Legal Studies Academy, I have a clear understanding of the American court system. One component of the court system is the jury. To most, the opportunity to be a juror is their direct contribution to representing the government. However, there are still numerous questions and speculations regarding American juries, whether its defining jury tampering and the guarantees provided by the United States Constitution. For my Senior Project, I plan to teach seventh and/or eighth grade students at Salem Middle. During my lesson I will discuss how the right to a trial by jury is guaranteed by the fifth, sixth, seventh, and fourteenth amendments. I will discuss the importance of jury duty and the role it has in American society. In addition, I will discuss the voir dire process to allow the students a better understanding of the jury selection process and the individual importance a juror has the justice system. My audience for my project is middle school students at Salem Middle School. However, the jury system is extremely complicated and sometimes hard to understand. Therefore, I have to simplify the system to a point where they can understand it. I have to present the information in such a way to keep the audience interested. I may have to incorporate fun ice breakers or activities into the lesson to achieve this. I will keep all relatable activities related to the overall theme of my project. My consultant for my project is the Introduction to Law teacher, Mr. Sutton. His role will be to review over my lesson plan and presentation and provide considerable feedback. I would use him for advice while drafting the lesson plan and activities. The students I teach will be my evaluators of my project. I will have them complete a survey on the overall effectiveness and understandability of the presentation. I will also have the teacher at Salem complete a survey on my delivery of the presentation and ability to hold the audience’s attention. Lastly, I will have my consultant complete a survey on the overall success of my project. The materials I will need include a computer containing the program Microsoft Word, Microsoft Publisher and/or Microsoft PowerPoint and reference journals about law. My senior project directly impacts the students of Mrs. Cooksey at Salem Middle School by providing them an in depth look of the jury system and ultimately help them understand a complex, difficult process. If my project is a success, then the students will get a grasp at the duty of an American citizen.

B. Learning Skills

The biggest obstacle I for see myself having to overcome will be my time management skills. I will need to learn how to prioritize tasks and manage my time more effectively. In addition

I will need to keep organized and stay on track. I will have to learn to teach a lesson and make it interesting and engaging. I will need to keep the eighth graders attention and interest throughout the entire duration of the lesson. C. Project Steps

Step Task TimeResearching Researching the

voir dire process Researching the

effect the media has on the media

Research video clips for examples of forensic evidence (CSI?)

20 hours

Planning Lesson Decide upon the best time for the lesson

Decide what material needs to be covered in the period

Decide upon the amount of time to give each objective

Writing the lesson in its entirety

Gather all materials that will be needed to implement the lesson

14 hours

Teaching Implement the lesson according to plan

Keep in the bounds of time limits

Limit the lesson to discuss the voir dire process and the effect it has on the media

2 hours

Total Hours 36 hours

D. Documentation

For my project, I will include any written communication between other teachers concerning information relevant to my project and myself. I will also use pictures of me teaching the

lesson evident in my proposal and final presentation of my project. In addition, I will include a time log for my senior project. I will collect audience evaluations after teaching my lesson and gather the overall interest level of the students. The format for receiving this data will be a survey. Finally, I will keep a journal of my progress. At the conclusion of my project, I will upload all relevant documentation onto my Weebly for judges to see.

E. Project Justification

As a senior in the Legal Studies Academy I am familiar with the United States court system. Therefore, I feel as if I have the responsibility to share my knowledge with others. This project is designed in a way for me to use all of my abilities to their greatest potential. However, I will be challenged. I will have to teach students about a complex system in a way for them to understand. In addition I try to control everything. This project will make me step out of my comfort zone.

F. Project-Paper Connection

My paper will discuss jury tampering which is defined as the crime of attempting to influence a jury through any means other than presenting evidence and argument in court, including conversations about the case outside the court, offering bribes, making threats, or asking acquaintances to intercede with a juror; in addition, to discussing the role the media has the jury selection process and the consequences the media can have.

G. Academic Honesty

I understand that the project has to be my own work. I know that if I fail to use proper citations on work that is not originally mine, I will be accused of plagiarism. If proved I was at the wrong I hold the possibility of being sent to my home school, Salem High School. I understand that any academic dishonesty by me on any part of the project will result in failure of the Senior Project and forfeiture of the Legal Studies Seal on my High School diplomaH. Completion Dates

Step Completion Date Progress Report #1 February 15, 2011 Research information about project February 20, 2011 Progress Report #2 February 22, 2011 Contact Salem Middle School about

teaching lesson February 28, 2011

Progress Report #3 March 9, 2011 Research the influence the media has

on the jury selection processMarch 20, 2011

Progress Report #4 March 23, 2011 Research clips of forensic evidence

being used on television clipsMarch 26, 2011

Outline the lesson April 1, 2011 Create the questions to be used in April 2, 2011

“trivia” game Create the “personalities” for the Voir

Dire Game April 4, 2011

Create the hypothetical situation for the different groups

April 5, 2011

Create the PowerPoint portion of the lesson

April 10, 2011

Create the evaluation forms for the students and the teacher

April 11, 2011

Progress Report #5 April 12, 2011 Teach lesson April 15, 2011 Portfolio/Project Due April 27, 2011 Weebly/Trailer Due May 5, 2011

I. See attachedJ. See attachedK. See attachedL. See attached

1272 Mill Dam RoadVirginia Beach, VA 23454

April 8, 2012

Judges, Senior Project BoardFirst Colonial High School1272 Mill Dam RoadVirginia Beach, VA 23454

Dear Judges:

As a soon-to-be graduate of First Colonial High School, I will take this opportunity to tell you about some things I learned this year. I learned procrastination is not the answer, graduation is earned (not just given as an automatic ticket at the end of the senior year), and I can accomplish more than I ever realized I could if I work hard and stay with it. These lessons will be very useful to me when I leave First Colonial High School and go on to further training or the workforce.

I was not sure if I could make it through four years of high school and graduate. My family has moved several times, and I often fell behind in school. Whenever we would move into a new area, I would go to the nearest school, but often it was very frustrating. I would have to repeat something I had already learned, or be confused because I came in the middle of the unit. But it has always been important to me to get a good education because I want to have a productive life for myself and for my family in the future. I will be the only member of my family to have graduated from high school. They are very proud of me, and I am proud of myself.

I chose to remodel the band room for my Senior Project because it relates to my career goal. I want to be a professional designer. I love working on recreating and designing new rooms while working with people and their visions or ideas. I can see myself organizing beautiful areas for all types of gatherings. Too many people these days do not appreciate the time and skill it takes to set-up and create areas for the home and office. I would like to draw their attention to the art of time management, organization skills, and effective communication. My family really appreciates my hard work in this area. In fact, my parents, and siblings are currently fighting over who will get to utilize my skills from my project for their next change.

Although I had to cut back on my hours of work at a nearby restaurant to work on school assignments and projects this year, I am now very happy I did. I found I enjoyed researching about my career goal in design, and I gained a great deal of satisfaction in remodeling the band room for First Colonial High School. I wanted to make a lasting impression on the school and my project allowed me to do just that.

Thank you for taking the time to read my portfolio and for listening to my presentation. I hope you have found them interesting.

Sincerely,

JOHN DOEJohn Doe