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Famous Trials Project
English 10 Due:
I. Doucette
Inherit the Wind is based on the famous Scopes Trial of 1925. For this project, your job
is to research another famous trial (preferably, one from the either the 20 th or 21 st
century). Two people (or pairs) cannot do the same trial so you will need to sign up to
do the trial you have chosen. Trials will be assigned on a first come, first served basis.
You may want to look at the “Famous Trials” website (
http://www.law.umkc.edu/faculty/projects/FTRIALS/FTRIALS.HTM) as a starting point,
but this is only a starting point. The object of this exercise is for you to understand the
issues and outcome of another trial well enough to deliver a 5 minute discussion about it.
Be careful not to plagiarize.
Your presentation will include the following information delivered in a clear way.
1. A brief summary of the case, including:
­ the crime
­ the defence
­ prosecution
­ judgement
­ sentence
2. Also include the following:
­ The media’s role in handling the case
­ Whether or not you thought the verdict was fair
­ Aftermath (if any) of the case
­ Why this case is “famous”
­ Any connection to Inherit the Wind?
You must have a visual display to accompany and perhaps guide your talk. This can
be a poster, a model, a video, a PowerPoint presentation, or another form of visual
display.
This project may be done in pairs or by a single person.
You will be given two classes to research and prepare your project.
Value:
Presentation/Discussion – 12 points
Visual Display – 8 points
Please note the following important information:
­ You are not to read from notes (although you may refer to them)
­ You are to speak loudly, clearly, and slowly.
­ You are to maintain eye contact with the class, not just the teacher or your
visual display.

Organization
Subject
Knowledge
Eye Contact/
Elocution
Visual
Neatness/
Organization
Audience cannot understand
presentation because there is
no sequence of information.
Famous Trials Project Presentation Rubric
Adapted from Rubric Developed by Information Technology Evaluation Services, NC Department of Public Instruction
I. Doucette
1 2 3 4 Total
Student does not have grasp of
information; student cannot
answer questions about subject.
No connection made to Inherit
the Wind.
Student reads all of report with
no eye contact.
Student mumbles, incorrectly
pronounces terms, and speaks
too quietly for students in the
back of class to hear. Vocal
fillers, adaptors, and movement
are used to such an extent that
they completely distract
audience from presentation.
Little to no use of positive non­
verbal behaviours.
Audience has difficulty following
presentation because student
jumps around.
Student is uncomfortable with
information and is able to
answer only rudimentary
questions. Superficial
connection made to Inherit the
Wind.
Student occasionally uses eye
contact, but still reads most of
report.
Student's voice is low. Student
incorrectly pronounces terms.
Audience members have
difficulty hearing presentation.
Attempts to make positive use
of eye­contact, gestures,
posture, rate, volume, tone, and
vocal variety
Vocal fillers, adaptors, and
distracting movement detract
from presentation.
Famous Trials Project Presentation Rubric
Student presents information in
logical sequence which audience can
follow.
Student is demonstrates adequate
content knowledge and expected
answers to all questions, but fails to
elaborate. Strong connection made to
Inherit the Wind.
Student maintains eye contact most
of the time but frequently returns to
notes.
Student's voice is clear. Student
pronounces most words correctly.
Most audience members can hear
presentation. Eye­contact, gestures,
posture, rate, volume, tone, and vocal
variety combined with the relative
absence of vocal fillers, adaptors, and
distracting movement enhances
presentation
Student presents information in
logical, interesting sequence which
audience can follow.
Student demonstrates full knowledge
(more than required) and answers all
class questions with explanations and
elaboration. Significant connection
made to Inherit the Wind.
Student maintains eye contact with
audience, seldom returning to notes.
Student uses a clear voice and
correct, precise pronunciation of
terms so that all audience members
can hear presentation. ­ Eye­contact,
gestures, posture, rate, volume, tone,
and vocal variety combined with the
absence of vocal fillers, adaptors, and
distracting movement enhances
presentation
Total Points: /12
1 2 3 4 Total
Student visual is superfluous, does
not support the presentation, or is not
present.
The visual display is not neatly done
and either detracts from the
presentation or is unrelated to it.
Visual is composed of material that
supports the presentation very little.
The visual display has some
organization and an attempt was
made to present the visual neatly.
Visual display somewhat
relates to or supports the
presentation.
The visual is somewhat
organized with attention paid
to detail and neatness.
Visual directly relates to the presentation’s
subject matter and reinforces the presentation.
The visual is very well organized. It is makes
logical sense. A lot of effort was put into
presenting the visual in a neat manner.
Total Points: /8

I. Doucette
/20points