日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
法学部/College of Law and PoliticsCollege of Law and Politics |
| 科目コード等/ Course CodeCourse Code |
EX098/EX098EX098 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木4/Thu.4 Thu.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
LPX1901 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
備考参照/See "Notes"See "Notes" |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
法学部国際ビジネス法学科グローバルコース生のみ グローバルコース1年次自動登録 グローバルコース2年次以降科目コード登録 Only for students of College of Law and Politics Global Program of the Department of International Business Law Automatic registration for 1st year students of the Global Program Course Code Registration for after 2nd year students of the Global Program |
The course aims to help students develop analytical and presentation skills by exploring a variety of legal issues and expressing their opinions on a wide range of topics. It is more than just a class for improving English speaking skills. This course's primary objective is to help students understand complex issues and assist them in learning how to evaluate current points of interest from a legal perspective, as well as present their research. This course is designed to enhance students' legal research and presentation abilities.
Students will learn to extract critical legal information, assess its relevance, and present their findings in a structured and persuasive way. The course emphasizes critical thinking and analysis, fostering different perspectives and approaches to a legal issue. In addition to developing analytical skills, the course focuses on nurturing presentation abilities within a legal context. Students will learn how to effectively communicate legal arguments, present research findings, and engage with audiences professionally.
The course also emphasizes the integration of legal research and public speaking. Students will explore how to identify and evaluate credible legal sources, synthesize information, and incorporate this research into their presentations. By the end of the course, students will have a strong foundation in legal research, analysis, and presentation, preparing them for further academic pursuits or careers in the legal field.
In summary, this course will help students foster:
a. Analytical Skills: students will analyze different legal issues, extract essential information, and evaluate topics from a legal perspective.
b. Presentation Skills: students will learn to communicate legal arguments effectively, organize content for clarity, and practice professional presentations.
c. Legal Research: students will gain expertise in identifying legal sources, synthesizing information, and integrating research into compelling presentations.
In the initial weeks of the course, students will learn the basics of legal research and presentation organization. They will become familiar with conducting legal research, organizing presentations, and presenting in public. Once the introductory phase is complete, the students will give group presentations. The group size may vary depending on the number of students in the class, but the goal is to have three or four groups. Ideally, each group will present a different perspective on a specific topic. Additionally, depending on class size, one group may take on the role of discussant, and these roles will alternate throughout the course.
During the presentation phase, the instructor will pose a question that allows for opposing perspectives based on the law. Each group will be assigned a specific perspective to research, organize, and present in class. If a discussant group is formed, it will prepare questions related to the week’s assigned topic in advance. Each member of the discussant group will ask one question to the other groups and engage in discussions about the topics presented.
| 1 | Week 1: Class Introduction & Introduction to Legal Presentation |
| 2 | Week 2: Introduction to Legal Research (Part 1) |
| 3 | Week 3: Introduction to Legal Research (Part 2) |
| 4 | Week 4: Legal Presentation (How To) |
| 5 | Week 5: How to Deliver a Legal Presentation and Tips for Improvement |
| 6 | Week 6: Preparation for Presentation Session (1) Proposed Topic: Should Hate Speech Be Protected Under Freedom of Expression? |
| 7 | Week 7: Presentation Session (1) Proposed Topic: Should Hate Speech Be Protected Under Freedom of Expression? |
| 8 | Week 8: Preparation for Presentation Session (2) Proposed Topic: Is the Death Penalty Legal and a Desirable Form of Punishment? |
| 9 | Week 9: Presentation Session (2) Proposed Topic: Is the Death Penalty Legal and Desirable Form of Punishment? |
| 10 | Week 10: Preparation for Presentation Session (3) Proposed Topic: Does Affirmative Action Violate the Equality Before the Law Principle? |
| 11 | Week 11: Presentation Session (4) Proposed Topic: Does Affirmative Action Violate the Equality Before the Law Principle? |
| 12 | Week 12: Preparation for Presentation Session (5) Proposed Topic: Should Social Media Platforms Be Liable for Harmful Content Posted by Users? |
| 13 | Week 13: Presentation Session (6) Proposed Topic: Should Social Media Platforms Be Liable for Harmful Content Posted by Users? |
| 14 | Week 14: “How to Talk Like a Lawyer” & Presentation Feedback Proposed Topic: Should Non-Citizens Have the Same Rights as Citizens Under the Constitution? |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students are expected to spend about 130 minutes per week on required and optional readings, assignments, and other learning activities.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
In-Class Participation(30%) In-Class Presentations (70%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Materials will be available online (or distributed in class). |
Students should be curious and enjoy learning about various topics, both from different perspectives and through group and individual activities.
A suitable English language proficiency level is a minimum of IELTS 6.0 or equivalent.
Students should have access to a computer, tablet, or smartphone to conduct in-class research and presentation.
The course aims to help students develop analytical and presentation skills by exploring a variety of legal issues and expressing their opinions on a wide range of topics. It is more than just a class for improving English speaking skills. This course's primary objective is to help students understand complex issues and assist them in learning how to evaluate current points of interest from a legal perspective, as well as present their research. This course is designed to enhance students' legal research and presentation abilities.
Students will learn to extract critical legal information, assess its relevance, and present their findings in a structured and persuasive way. The course emphasizes critical thinking and analysis, fostering different perspectives and approaches to a legal issue. In addition to developing analytical skills, the course focuses on nurturing presentation abilities within a legal context. Students will learn how to effectively communicate legal arguments, present research findings, and engage with audiences professionally.
The course also emphasizes the integration of legal research and public speaking. Students will explore how to identify and evaluate credible legal sources, synthesize information, and incorporate this research into their presentations. By the end of the course, students will have a strong foundation in legal research, analysis, and presentation, preparing them for further academic pursuits or careers in the legal field.
In summary, this course will help students foster:
a. Analytical Skills: students will analyze different legal issues, extract essential information, and evaluate topics from a legal perspective.
b. Presentation Skills: students will learn to communicate legal arguments effectively, organize content for clarity, and practice professional presentations.
c. Legal Research: students will gain expertise in identifying legal sources, synthesizing information, and integrating research into compelling presentations.
In the initial weeks of the course, students will learn the basics of legal research and presentation organization. They will become familiar with conducting legal research, organizing presentations, and presenting in public. Once the introductory phase is complete, the students will give group presentations. The group size may vary depending on the number of students in the class, but the goal is to have three or four groups. Ideally, each group will present a different perspective on a specific topic. Additionally, depending on class size, one group may take on the role of discussant, and these roles will alternate throughout the course.
During the presentation phase, the instructor will pose a question that allows for opposing perspectives based on the law. Each group will be assigned a specific perspective to research, organize, and present in class. If a discussant group is formed, it will prepare questions related to the week’s assigned topic in advance. Each member of the discussant group will ask one question to the other groups and engage in discussions about the topics presented.
| 1 | Week 1: Class Introduction & Introduction to Legal Presentation |
| 2 | Week 2: Introduction to Legal Research (Part 1) |
| 3 | Week 3: Introduction to Legal Research (Part 2) |
| 4 | Week 4: Legal Presentation (How To) |
| 5 | Week 5: How to Deliver a Legal Presentation and Tips for Improvement |
| 6 | Week 6: Preparation for Presentation Session (1) Proposed Topic: Should Hate Speech Be Protected Under Freedom of Expression? |
| 7 | Week 7: Presentation Session (1) Proposed Topic: Should Hate Speech Be Protected Under Freedom of Expression? |
| 8 | Week 8: Preparation for Presentation Session (2) Proposed Topic: Is the Death Penalty Legal and a Desirable Form of Punishment? |
| 9 | Week 9: Presentation Session (2) Proposed Topic: Is the Death Penalty Legal and Desirable Form of Punishment? |
| 10 | Week 10: Preparation for Presentation Session (3) Proposed Topic: Does Affirmative Action Violate the Equality Before the Law Principle? |
| 11 | Week 11: Presentation Session (4) Proposed Topic: Does Affirmative Action Violate the Equality Before the Law Principle? |
| 12 | Week 12: Preparation for Presentation Session (5) Proposed Topic: Should Social Media Platforms Be Liable for Harmful Content Posted by Users? |
| 13 | Week 13: Presentation Session (6) Proposed Topic: Should Social Media Platforms Be Liable for Harmful Content Posted by Users? |
| 14 | Week 14: “How to Talk Like a Lawyer” & Presentation Feedback Proposed Topic: Should Non-Citizens Have the Same Rights as Citizens Under the Constitution? |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students are expected to spend about 130 minutes per week on required and optional readings, assignments, and other learning activities.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
In-Class Participation(30%) In-Class Presentations (70%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Materials will be available online (or distributed in class). |
Students should be curious and enjoy learning about various topics, both from different perspectives and through group and individual activities.
A suitable English language proficiency level is a minimum of IELTS 6.0 or equivalent.
Students should have access to a computer, tablet, or smartphone to conduct in-class research and presentation.