TITLE: 

Why Are There Innocent People On Death Row?

By Mr. O’Brien – English Department - Pelham Preparatory Academy

                       

 

INTRODUCTION:  Over 100 innocent Americans have been convicted of crimes and sentenced to death before the truth of their innocence came to light.  How could this happen in our country?

 

                             

 

TASK:

You are a defense lawyer and have a new client – a death row inmate who claims to be innocent.  You must work with your defense team to get him released.  There are four steps to completing your case:

  1. You will read the play “The Exonerated”
  2. You will conduct Internet research regarding the American criminal justice system as it relates to your client
  3. You will work with your group members to complete several worksheets detailing the fallibility of the justice system as it relates to your case.  You will then consider why innocent people wind up on Death Row and suggest how our justice system can be changed to avoid putting innocent people to death in the future.
  4. You will work with your group members to create and deliver a PowerPoint presentation describing your client’s case and the breakdown on the criminal justice system as it relates to your client.

 

       

 

PRODUCT:

Work in your group to create a PowerPoint presentation detailing the breakdown of the criminal justice system as it relates to your client and suggesting how our criminal justice system could be changed to avoid putting innocent people to death in the future.

 

           

 

PROCESS:

  1. You will work with your group members to discuss the play and use the Internet to research the miscarriage of justice regarding your client.  Begin by printing and filling out your client’s section of the research guidance worksheet at the following link: http://www.courttv.com/choices/exonerated/choices_exonerated_worksheet2.pdf
  2. You will use the six-step Public Policy Analyst format to develop your PowerPoint presentation.

a. Define the social problem: worksheet # 1

b. Gather evidence of the problem: worksheet # 2

c. Identify causes of the problem: worksheet # 3

d. Evaluate a policy: worksheet # 4

e. Develop your own solution: worksheet # 5

f. Select the best solution: worksheet # 6

     3.   You will be given an exam after your presentation to determine what you have learned through this activity.

 

          

 

RESOURCES:

Play:  “The Exonerated” by Blank and Jensen

www.Google.com

 

http://www.courttv.com/choices/exonerated/lesson1.html?sect=2#step1

 

http://caselaw.lp.findlaw.com/data/constitution/amendment06/10.html#1

http://caselaw.lp.findlaw.com/data/constitution/amendment06/10.html#8

http://caselaw.lp.findlaw.com/data/constitution/amendment06/08.html#1

 

http://www.courttv.com/choices/exonerated/lesson2.html?sect=2#cap_punishment

 

           

 

EVALUATION:

As each group must work together to complete each task of this activity, all group members will receive the same grade for their effort (or lack of effort).

 

Excellent – 4

 

·        Show a thorough understanding of the project

·        Provide excellent research information

·        Demonstrate strong ability of using the Internet – PPA or other research tools

·        Members display excellent oral presentation skills

·        Create a clear, well-displayed and comprehensive PowerPoint presentation

 

Good - 3

 

·        Show a fair understanding of the project

·        Provide rich research information

·        Demonstrate ability of using the Internet – PPA or other research tools

·        Members display fair oral presentation skills

·        Create a fairly clear, fairly well-displayed and thorough PowerPoint presentation

 

Developing – 2

 

·        Show some understanding of the project

·        Provide some research information

·        Demonstrate some ability of using the Internet – PPA or other research tools

·        Members display developing oral presentation skills

·        PowerPoint presentation is somewhat unclear or somewhat incomplete

 

Poor – 1

 

·        Show a little understanding of the project

·        Provide a little research information

·        Demonstrate very little ability to use effectively the Internet – PPA or other research tool

·        Members display weak oral presentation skills

·        PowerPoint presentation is unclear or incomplete

 

                   

 

New York State Learning Standards:

 

English Language Arts

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.

Mathematics, Science, and Technology

Standard 1:    Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2:   Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 7:   Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

CONCLUSION:

Throughout this process you have learned about the fallibility of the American criminal justice system.  You have read a true story about six Americans who were convicted and served time in jail on Death Row for crimes for which they were later exonerated.  You have examined, researched, debated, evaluated, and delivered a presentation on the case of your client.  Using the Public Policy Analyst process you have come to a greater understanding of the strengths and weaknesses of the American system of criminal justice.  You have accomplished a great deal and I am proud of you. 

 

There is only one thing left to do:  On Monday, you will be given an exam on the play “The Exonerated” and the cases of all 6 individuals profiled in it.