Ankica Šarić

Helga Kraljik

In this flipped classroom learning scenario, students watch the psychological thriller Misery at home and prepare for a courtroom simulation based on the events of the film. During class, they explore legal vocabulary, analyse evidence, prepare legal arguments, assume courtroom roles, and participate in a full mock trial in which Annie Wilkes is accused of kidnapping, false imprisonment, aggravated assault, and attempted murder. Students develop speaking, argumentation, critical thinking, and collaboration skills while using authentic legal language in a realistic context. The learning process culminates in a jury verdict and a reflective discussion about justice, responsibility, and mental health.

Nastavnička priprema

Students watch the film Misery at home and complete a film study worksheet focusing on character development, plot structure, symbolism, cinematic techniques, and critical thinking questions. While watching, they collect evidence that could later be used by either the prosecution or the defence during the mock trial. They pay particular attention to Annie Wilkes’ actions, Paul Sheldon’s experiences, possible motives, and scenes that could support specific criminal charges.

Students prepare an individual podcast-style oral presentation on an assigned topic related to the film. Topics include crime reporting, film criticism, psychological analysis, trial predictions, and discussions of Annie Wilkes’ crimes or Paul Sheldon’s role as a victim and survivor. Students use evidence from the film and follow a structured podcast format consisting of an introduction, main discussion, and conclusion.

At school, students review and expand their legal vocabulary using the second Mock Trial Vocabulary Worksheet. They practise courtroom expressions, objections, legal terminology, direct and cross-examination language, and useful phrases for prosecutors, defence attorneys, and witnesses. In pairs or groups, students discuss the meaning of legal concepts such as evidence, testimony, motive, alibi, reasonable doubt, hearsay, and speculation. There are two worksheets dedicated to this activity, one can be used as a homework assignment. 

In pairs, students analyse pictures of both British and American courtrooms looking for similarities and differences in courtroom organisation, roles, procedures, and terminology. They compare the position and function of the judge, jury, witness stand, defendant, attorneys, court staff, and public gallery. Students discuss which layout would be easier to recreate in their classroom and decide how to adapt their learning environment into a courtroom suitable for the mock trial.

Teacher introduces the legal framework of The State vs. Annie Wilkes. Students analyse the charges of kidnapping/false imprisonment, aggravated assault, and attempted murder. Students are divided into two teams, prosecution and defence. Working in prosecution and defence teams, students review evidence from the film and determine how it can be used to support their arguments. They identify key scenes, examine witness credibility, and discuss possible interpretations of Annie’s actions. Each team prepares a legal brief summarising its strategy and outlining the arguments it intends to present during the trial.

Students receive their courtroom roles and begin preparing for the trial. Attorneys write opening statements, prepare direct and cross-examination questions, and plan possible objections. Witnesses review the film and practise answering questions based only on information presented in the story. Expert witnesses prepare specialist testimony, while the judge and bailiff familiarise themselves with courtroom procedures. During this phase, students collaborate within their teams and rehearse their roles, ensuring that everyone understands their responsibilities and the overall trial sequence.

The classroom is transformed into a courtroom and students participate in a full mock trial. The judge calls the court to order, opening statements are delivered, witnesses are questioned, objections are raised, and evidence is presented. Students remain in character throughout the proceedings and apply the legal vocabulary and argumentation skills developed during preparation. After hearing both sides, the jury deliberates and announces its verdict regarding Annie Wilkes’ guilt or innocence.

Following the trial, students reflect on the experience and discuss the strengths and weaknesses of both legal teams. They evaluate the quality of the evidence, the persuasiveness of the arguments, and the effectiveness of witness testimony. Students consider whether the verdict was justified. The activity concludes with teacher assessment using the Mock Trial Oral Assessment Rubric.

Justice on Trial: The Misery Case

Justice on Trial: The Misery Case

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