ࡱ> CEB'` 9bjbjLULU 0*.?.?'         8@TD +#2;;;"""""""$]$h&" ;7;;;"  "ggg;  "g;"ggrT    N|8 !"0+#F VI'cI' &I'  g;;;""d;;;+#;;;;   d              Historical Sources of Law Presentations In groups of two or three, students will be expected to make a presentation on one of the following historical sources of law: Hebrew (Mosaic Law - Ten Commandments) Hammurabis Code (Babylonian Code) Ancient Greece (Law Code of Gortyn) Ancient Rome (Twelve Tables Corpus Juris Civilis) Islamic law (Sharia) Medieval Europe (Magna Carta, feudalism) French Revolution (Declaration of Rights of Man and Citizen) Napoleonic Code (French Civil Code) Adversarial and inquisitorial trial systems Methods of adjudication (trial by ordeal, trial by combat, jury trials) CRITERIA The presentation will be in the form of a electronic (Docs, PowerPoint, Prezi) presentation to the entire class investigating your historical source and its contribution to modern law. Students will be expected to create an informative, visually appealing presentation to engage their peers. All presentations must include the following: Images or video that deal with and/or demonstrate a key concept of the issue; A detailed analysis of the importance and implications of the issue; A hand-out for the class with your information on it. You will need to submit your handout to me before class so that I can photocopy it, and a digital copy so that I can post in on the website. DUE DATE Presentations will be beginning February 27th 2012 . EVALUATION CriteriaLEVEL 1LEVEL 2LEVEL 3LEVEL 4ContentThe amount of content was unsatisfactory.There was a satisfactory amount of content.There was adequate content that directly related to the legal field.There was a great deal of content that addressed the major legal issues of the week.AnalysisThere was limited analysis of the legal issues.There was some analysis of the legal issues, and how they related to the legal field.The analysis of the content directly related to the legal field and the impact on the future.There was a great deal of analysis that contributed to a greater under-standing of the topic and its implications.VisualsThere was some visual material present.The visual material was interesting and related to the content.The visual material was engaging and allowed a greater understanding of the content.The visual material was engaging and significantly contributed to an understanding of the content.ProfessionalismStudents were acting professional some of the time.Students were acting professional most of the time.Students were acting professional all of the time.Students were acting professional all of the time and clearly attempted to engage the audience.     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