• Lesson value
• Curriculum context
• Using various methodologies
• Teaching challenges
• Worksheets
• Questioning
• Learning challenges
• Signs of success for the lesson
• Cooperative learning
• Groups
• Lessons learned
• Hands-on learning and civic engagement
• His response to the lesson
• Salient legal issues
• Teaching about controversial topics
• His background
• Using textbooks
• Professional development
• Modeling democratic principles
• Challenges to civic education
• Signs of success for civics

Matt Johnson: When I say 'worksheets' I'm not talking about something that I've Xeroxed out of a textbook. My aim was to direct them in what I assume would be a logical way to attack this hypothetical. These are questions that I pose, directions that I want the students to walk through. So, for example, for the lawyers' worksheet, the first question is, "What are the three main arguments you want to make in your case? What do you think the three main arguments are that the opposition will make?" Then I ask them to actually cite the three most valuable cases (it varies, actually; it may be five depending on the amount of precedent that's out there). Then I'm going to ask them to write out a two- to three-paragraph opening statement for their position. The idea is they're going to have a limited amount of time before the Court and they've got to use it wisely. I really feel like if I don't force them to do that they may go in a different direction. I'd like them to be prepared.