These worksheets are free forever. Want lessons that adapt to your child as they learn, plus progress tracking? Try Ignition Learning free.

Sign up free

Ignition Learning — Activity Sheet

Courts, justice and resolving disputes

HASS · Year 7

Name: ______________________Date: ____________

Courts and legal services help resolve disputes and apply laws. Justice includes fair processes, access to support and decisions based on evidence, although systems can be complex and can be improved.

Example

Mediation can help two people discuss a disagreement and reach an agreement without a court trial.

Key terms

Justice:
Fair treatment under laws and processes.
Mediation:
A supported process for resolving a dispute.
Court:
A place where legal cases are heard and decided.

Questions

  1. 1. This week’s key HASS idea is:

    • how disputes can be resolved fairly
    • ignore different viewpoints
    • make a decision without evidence
    • assume one example tells every story
  2. 2. Which term means “Fair treatment under laws and processes.”?

    • Justice
    • Mediation
    • Court
    • Evidence
  3. 3. Which term means “A supported process for resolving a dispute.”?

    • Mediation
    • Justice
    • Court
    • Source
  4. 4. Which term means “A place where legal cases are heard and decided.”?

    • Court
    • Justice
    • Mediation
    • Perspective
  5. 5. Which task would best deepen learning about courts, justice and resolving disputes?

    • compare mediation and a court process for a simple disagreement
    • Memorise the title only
    • Skip the evidence
    • Choose an answer at random
  6. 6. Why are examples useful in a HASS lesson?

    • They connect an idea to people, places or decisions
    • They make sources unnecessary
    • They prove all experiences are identical
    • They replace careful thinking
  7. 7. A student wants to understand courts, justice and resolving disputes fairly. What should they do?

    • Use evidence and consider more than one perspective
    • Use only the first opinion they hear
    • Ignore the context
    • Decide before investigating
  8. 8. What makes a source useful for investigating courts, justice and resolving disputes?

    • It provides relevant information that can be checked
    • It agrees with a favourite answer
    • It has no date or author
    • It avoids all detail
  9. 9. If two groups have different views about courts, justice and resolving disputes, what is the best first step?

    • Find out what evidence and experiences shape each view
    • Assume one group is always wrong
    • Ignore both viewpoints
    • Choose the loudest view
  10. 10. Which response shows informed reasoning?

    • Make a claim, support it with evidence and explain the connection
    • Repeat a claim without support
    • Use a source without reading it
    • Avoid explaining a choice
  11. 11. How do the key terms help with courts, justice and resolving disputes?

    • They make explanations clearer and more precise
    • They remove the need for evidence
    • They make perspectives irrelevant
    • They only matter in spelling tests
  12. 12. Which question would be useful when checking information?

    • Who created this, and what evidence supports it?
    • Do I already agree with it?
    • Is it the first result I found?
    • Can I avoid reading it?
  13. 13. Why can one source be limited?

    • It may represent only one time, place or perspective
    • Every source tells the whole story alone
    • Sources never need context
    • A source is always either perfect or useless
  14. 14. Which outcome best matches how disputes can be resolved fairly?

    • An explanation that connects evidence to a real situation
    • A decision without reasons
    • A list of unrelated words
    • An answer chosen before investigating
  15. 15. What makes a recommendation about courts, justice and resolving disputes fairer?

    • Considering evidence, likely effects and affected people
    • Ignoring people who may be affected
    • Using only a slogan
    • Avoiding all trade-offs
  16. 16. Why should a HASS conclusion acknowledge uncertainty where needed?

    • Evidence can have limits and responsible conclusions avoid overclaiming
    • Uncertainty means evidence is useless
    • Every issue has one obvious answer
    • Conclusions never need evidence
  17. 17. A claim conflicts with new evidence. What is the best response?

    • Revise the claim or investigate the difference further
    • Hide the new evidence
    • Keep the original claim regardless
    • Stop asking questions
  18. 18. How can learning about courts, justice and resolving disputes support community life?

    • It can help people understand issues and make informed choices
    • It has no connection to real decisions
    • It means only experts can participate
    • It removes the need to listen to others
  19. 19. What should a student do after completing this inquiry?

    • Explain what the evidence supports and what they would investigate next
    • Forget where the information came from
    • Assume all cases are identical
    • Avoid discussing the result
  20. 20. The strongest response to this topic will:

    • use evidence to explain how disputes can be resolved fairly
    • copy an opinion without checking it
    • ignore the people involved
    • avoid real examples
  21. 21. Why is compare mediation and a court process for a simple disagreement valuable?

    • It turns a broad idea into thoughtful, evidence-based learning
    • It avoids applying learning
    • It replaces all sources with guesses
    • It only matters after the topic is forgotten

Answer key (parent copy)

  1. 1. how disputes can be resolved fairly
  2. 2. Justice
  3. 3. Mediation
  4. 4. Court
  5. 5. compare mediation and a court process for a simple disagreement
  6. 6. They connect an idea to people, places or decisions
  7. 7. Use evidence and consider more than one perspective
  8. 8. It provides relevant information that can be checked
  9. 9. Find out what evidence and experiences shape each view
  10. 10. Make a claim, support it with evidence and explain the connection
  11. 11. They make explanations clearer and more precise
  12. 12. Who created this, and what evidence supports it?
  13. 13. It may represent only one time, place or perspective
  14. 14. An explanation that connects evidence to a real situation
  15. 15. Considering evidence, likely effects and affected people
  16. 16. Evidence can have limits and responsible conclusions avoid overclaiming
  17. 17. Revise the claim or investigate the difference further
  18. 18. It can help people understand issues and make informed choices
  19. 19. Explain what the evidence supports and what they would investigate next
  20. 20. use evidence to explain how disputes can be resolved fairly
  21. 21. It turns a broad idea into thoughtful, evidence-based learning