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Lizzie Borden Webquest
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This lesson was designed as part of the Government class's investigation of law and the court system. Government is a required 12th grade course in NYS.
Many students have an increasing interest in the world of criminal justice as a career choice. They have until this point made their decision on movies and TV shows, that tend to glamorize and lack in reality. To increase student understanding of the criminal justice system and the realities of various job roles, I have chosen the famous [infamous] trial of Lizzie Borden as the investigation vehicle. The students will first investigate the crime and the trial, and then they will research the trial role they have been assigned. Finally, they will participate in an in-class scenario in which they will examine the Lizzie Borden trial experience from the perspective they have been assigned. The essential question they are to answer as a result of this investigation is " In the case of Fall River vs.Lizzie Borden; did the legal system or the overt sexism of the time period obtain her verdict of not guilty?"
This experience is based on the NYS standards for Social Studies and designed for the required 12th Grade Government class. It will be used as a follow-up to the lecture material on law, enforcement procedures and the court system. It will also show how prevailing cultural preconceptions might have a direct impact on the criminal justice system of the time period.
The skills required of the students are Internet usage, composition and oral presentation skills, as well as critical thinking and analysis.
National Standards For Civics and
Government Addressed
New York State Learning Standards For
Social Studies Addressed
Standard 5 - Civics, Citizenship,, and Government : Students can Participate in classroom activities that focus on an issue or problem
This lesson will require the students to use their critical reading, and critical analysis skills as they examine the material found on the Internet. Then, they will use their oral and written communication skills in the in-class activity. Finally, they will use their evaluative skills to reach a conclusion on the essential question proposed at the beginning of the activity.
Time Factor: {Based on a 45 minute class period] This activity is designed for one week of activity. However, it has been preceded by at least one week of teacher given lecture material.
Day 1 = Includes role assignment and research time
Day 2 = research time
Day 3= Team meeting time
Day 4 = team meeting time
Day 5 = The Press Conference: Students will be seated in a forum setting and each side will present their briefs and position papers. Closure for the class will be a class vote as to the guilt or innocence of Lizzie based on today's standards.
Roles assigned to each group:
Prosecution Defense
Forensic investigator Forensic investigator
District Attorney Defense Attorney
Witnesses - prosecution Witnesses - defense
Cultural Anthropologist Cultural Anthropologist
Historian
Product produced by each role:
Attorneys = Brief for the court
Witnesses = written deposition
Cultural Anthropologist = Position paper as to how cultural misconceptions can influence the legal system
Historian = Position paper as to the role of women in the 19th Century
* In addition, each student will be asked to write either a letter to the editor, or a newspaper article as a homework assignment following the in-class presentation.
Division of the class into groups: The class will be divided into groups of 6, using the "numbered heads" approach. They will then be given time to select/ assign the roles to the members of their groups. At the end of each day, the student selected head of each group is to turn in a report as to what the group accomplished on that day and any problems they might have encountered. This "Ticket out the door" allows the teacher to keep track not only of participation; but also he/she can help address any problems before the next class period.
Teacher Skills required: This lesson requires that the teacher be a guide on the side and not let his/her opinion of the case or the cultural influence become evident to the students. I feel a novice teacher could do this activity and it might be a good way for the novice to experience the role-playing venue as a learning activity.
Variations
It would be an interesting variation to combine this activity with the English department . The students could examine an example of period literature that reflects the Gentile Tradition's view of women prior to the students' investigation of the Lizzie Borden case. Then after the trial investigation, if time allowed, the English professional could utilize the articles the students created and have them carry it the next step to the creation of a period newspaper.
The Virtual Lizzie Borden House
Inductive Approaches to History: The Lizzie Borden Case
.
The students will be
evaluated on three different aspects of the activity:
1.
The written assignment
based on their character: brief, position paper or deposition
2.The homework
assignment of the era specific
newspaper article
on the trial.
3. A group grade as
to the oral presentation on the Press Conference day
High interest
subject matter like the trial of Lizzie Borden capture and hold the interest of
the students involve in the activity, that is why I choose this particular
case. It also is an excellent vehicle through which the students are exposed to
the formalities of the Justice system as well as the unwritten factors that
influence the functioning of that system.