PROJECT SAVE

WEB QUEST

THE DEATH PENALTY:
FEASIBILITY v. EFFECTIVENESS

Presented by: Mr. Fischer

WADLEIGH HIGH SCHOOL

New York, New York

Principal: Ms. Herma Hall

INTRODUCTION

The 8th Amendment, a key provision of the Bill of Rights, forbids "cruel and unusual punishment" in sentencing people convicted of a crime, but whether the death penalty meets this threshold remains a "lethal" controversy.

Currently, 38 states allow the death penalty, because the Supreme Court, in a landmark ruling Gregg v. Georgia (1976), proclaimed that states may allow the death penalty as long as juries conduct two trials: one to determine guilt, and the other for sentencing.

As a result of this ruling, 38 states allow the death penalty. But this does not end the controversy.

Many trial lawyers and citizen groups still oppose the death penalty, on the grounds that the death penalty remains illegal and immoral. Who is the state or government to decide whether someone should live or die? They add that it is also exercised inequitably, and has crueler implications beyond which the Supreme Court justices were able to envision.

On the other hand, advocates of the death penalty--especially some of the loved ones of homicide and rape victims--believe the death penalty serves as a fine model of retribution and deterrence.

Which side would you take? Would you agree or disagree if you were a member of the defendant's family? How would you feel if one of your family members was the victim of a violent crime?

TASK

Read the following case and decide whether you believe the defendant accused of the crime deserves the death penalty.

FURMAN v. GEORGIA (1972)

One night, a 26-year old African-American man named Furman attempted to burglarize a house in Georgia. When the owner of the house awoke, Furman tried to flee. According to his testimony, Furman dropped his gun, which discharged accidentally. As it hit the ground, it fired and killed the house's owner. At his trial, Furman was found guilty of homicide. Under Georgia law, the jury could recommend either the death penalty or life in prison. They recommended the death penalty.

Do you think the jury's action was "cruel and unusual"?

GROUPS I AND II

You agree with the verdict. Your group feels society needs the death penalty. The following arguments might help you:

Deterrence: people will think twice before committing a crime if they know they may face the death penalty.

Incapacitation: A dangerous criminal who is executed will never hurt anyone again.

Costs: Executions save money compared to keeping a convicted person in prison.

GROUPS III AND IV

You disagree with the verdict. Your group thinks the death penalty is cruel and unusual punishment. The following arguments might help you:

*The death penalty is biased against race and those without resources to hire a good attorney.

*Fear of execution will not prevent people from committing crimes. Most criminals never plan on getting caught.

*Innocent people have and can get executed.

*The death penalty breeds disrespect for human life, especially because the government is sanctioning it.

PROCESS

*Each group will find information supporting their positions from the resources listed.

*Each group will have a recorder and a reporter. The reporter will tell the class the final position of the group. Other group members will give supporting details.

*The recorder will keep the notes for the group and draft a two-page position statement.

*Each group will provide a visual aid with their position statements.

*Once students have completed their research and finished using the Internet links in the "resource" section, they will have the ability to complete all six PPA worksheets. These worksheets will become resource material for your position statement.

1. Define the problem

6. Select the best solution

RESOURCES

SPECIFIC WEB SITES

(A Life or Death Gamble) http://www.lonestar.texas.net/-acohen/tcadp.news.htm

(Death Penalty/Legal Concern-Amnesty International Urgent) http://wwwtamilrights.org./appeals/1998a.tndeathal.htm

(Death Penalty Legal Representation Project for the Innocent) www.deathpenaltyattorney.com/

(DPIC Execution Page)

http://www.deathpenaltyinfo.org/article.php?did=413&scid=8

(DPIC Murder Rates by State Page)

http://www.deathpenaltyinfo.org/article.php?scid=12&did=169

(Prison: The New Slavery?/Racism and the Death Penalty) http://www.uuhome.de/global/english.WT0038.html

(Across the US: the new doubts surface on death penalty)

http://ww.w..csmonitor.com/durable/1999/02/24/pls3htm

(Arguments For and Against the Death Penalty)

http://deathpenaltyinfo.msu.edu/c.about.arguments.contents.htm

GENERAL SEARCH ENGINES YOU MAY USE

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

EVALUATION

	Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject. Did not use PPA	Student is uncomfortable with information and is able to answer only rudimentary questions. Only uses some of the PPA steps	Student is at ease with expected answers to all questions, but fails to elaborate. Student is familiar with all steps of PPA	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student demonstrates full knowledge of PPA
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
Two Page Report	Student did not summarize and did not answer questions.	Student gave an incomplete summary and partially answered questions.	Students gave a brief summary and answered most questions.	Students gave a complete summary and answered all questions.

STANDARDS ADDRESSED

ENGLISH (standards 1, 3, 4)

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

SOCIAL STUDIES (standards 2, 3)

Standard 2

The student will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history, and examine the broad sweep of history from a variety of perspectives.

Standard 3

The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.

CONCLUSION

By completing this WebQuest, you should have learned that the Eighth Amendment is understood differently by different Americans.

In every democracy, Constitutions can create conflicts, as groups with opposing viewpoints interpret them differently to suit their own interests. Understanding Constitutional principles is critical to how we live: they are meant to protect individuals from abuse, yet can become abusive themselves. That is why democracies require an informed public.

In this WebQuest you have now experienced the life of a public policy analyst and the problems faced by politicians.

You are now ready to investigate related rights, such as the right against illegal search and seizure, the right to bear arms, fair trial, and due process.