Each spring for the past thirty years, Fourth Formers undertake the annual World War I trials. In each Modern World History class, six groups, varying between two and three students, are selected and assigned to one of six countries: France, Austria-Hungary, Serbia, Germany, Russia, and Britain.
All six countries played a role in the outbreak of World War I. Being assigned to one of the smaller countries does not determine a team’s fate; if anything, it might offer a slight advantage. The winning team is decided based on how well they argue the innocence of their country and the guilt of their opposing countries, which may offer an advantage to those whose countries did not cause as much commotion. The victor is unclear at the start—the trial is purely decided on knowledge and craftsmanship of arguments.
One of the most exciting parts of the World War I trials is the participation of Fifth and Sixth Form students. As experienced past participants, they serve as members of the jury. For this year’s trial, Fifth Former Mason Wiegand serves as head judge.
“I’d say my favorite part of the trials is being able to answer questions. I had taken a lot of time to fully research and understand the nuances of my country, and that allowed me to come prepared to answer any of the questions thrown at me,” Wiegand said. “For this year, I am most excited to see the dynamic of the trial. I want to listen to the questions being asked, so I can see who really came prepared.”
Students and jurors are not the only people who enjoy the trials. Modern World History teacher Mr. LaJuan Foust especially values students’ independent initiative.
“The project gives students agency over their own learning.”
Mr. Lajuan Foust
“The project gives the students agency over their own learning. It allows creativity and opportunities for students to have at it and argue head-to-head, based on the information that they gathered by themselves,” Mr. Foust said. “Alongside all of the public-speaking skills and research skills, it allows students to take action in their own learning outside of the classroom, and really learn to engage in such an interesting topic by themselves.”
The trials go much deeper than the average school project or presentation, as they allow students to engage with each other in a subject that is predominantly self-taught. The trials evoke something in the students that isn’t seen regularly, showing their impact on Fourth Form education.
With the trials coming to an end, students will soon debate and reflect on arguments that succeeded and failed. It will get loud at points, but that is what’s exciting about the project.
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