Famous Criminals
Hook: Class starts by finding out their Serial Killer name. If you don't like it, change it to last letter of first name / first letter of last name.
***Introduce "Mark of a Killer" game - see bottom of the site.
Guiding Questions:
1. Are criminals identifiable based on their appearance?
2. Are there biographical qualities that lead to criminality?
3. Why are we drawn to know about famous criminals?
4. How can researching and synthesizing primary/secondary sources assist us in more deeply understanding a criminal?
1. Are criminals identifiable based on their appearance?
2. Are there biographical qualities that lead to criminality?
3. Why are we drawn to know about famous criminals?
4. How can researching and synthesizing primary/secondary sources assist us in more deeply understanding a criminal?
1. Examine the picture below and tell me about this man. What does he do? Be descriptive of his physical qualities. What is his family like?
2. We will discuss "The Banality of Evil" by Hannah Arendt. What does "Banality of Evil" mean and how does the photo above participate in this conceptualization of evil?
3. We will read Leonard Cohen's Poem "All There is to Know About Adolf Eichmann" as we look at a photo of Eichmann.
4. As a class, let's make connections. Has anyone ever had someone turn out to be someone else? Any students heard of any interviews about Killers or Criminals and their friends, family or neighbours had no idea?
5. Students are given a piece of paper to write any questions they have about famous criminals / killers / psychopaths. We will create a wonderwall where Mr. Fitton will answer student questions throughout the unit, or incorporate into the lessons.
5. Students are given a piece of paper to write any questions they have about famous criminals / killers / psychopaths. We will create a wonderwall where Mr. Fitton will answer student questions throughout the unit, or incorporate into the lessons.
Lesson 2 - Spot the Killer
1. Hook activity. Observe these two crime scenes and use logical reasoning to determine who the killer is. (Mr. Fitton will teach about logical and deductive reasoning - link to LSAT).
2. Can you spot a killer?
Read the following article. It is a fascinating article on how to spot a killer.
https://www.mirror.co.uk/news/uk-news/how-you-spot-serial-killer-10131586
3. As a class, let's go online to the following quiz:
http://reverent.org/criminal_or_not/ --- See you if you can spot the criminal based on their face.
Do your answers in that quiz, validate the following Blog Article (let's do some bias detection with this piece); Or the Article below.
We will print copies and read both. We will conduct an "Information Circle" discussion. Students are to read the article and come up with five questions to help propel an Information circle.
A. https://www.psychologytoday.com/us/blog/the-scientific-fundamentalist/201103/criminals-look-different-noncriminals
B. Another interesting article http://www.dailymail.co.uk/news/article-3980130/So-s-goodie-baddie-really-tell-wrong-just-face-s-lips-eyes.html
If The Reverent Quiz does not work, students can view the Academic Article as well as the photos of the Criminals and Non-Criminals. As a class, we will select ten mugshots (1-10; 11-21; 22-32) and on a paper, write out the numbers and our guess as to whether they are a "C" Criminal or "NC" Non-Criminal. As a class, we will see if the data plays out.
Read the following article. It is a fascinating article on how to spot a killer.
https://www.mirror.co.uk/news/uk-news/how-you-spot-serial-killer-10131586
3. As a class, let's go online to the following quiz:
http://reverent.org/criminal_or_not/ --- See you if you can spot the criminal based on their face.
Do your answers in that quiz, validate the following Blog Article (let's do some bias detection with this piece); Or the Article below.
We will print copies and read both. We will conduct an "Information Circle" discussion. Students are to read the article and come up with five questions to help propel an Information circle.
A. https://www.psychologytoday.com/us/blog/the-scientific-fundamentalist/201103/criminals-look-different-noncriminals
B. Another interesting article http://www.dailymail.co.uk/news/article-3980130/So-s-goodie-baddie-really-tell-wrong-just-face-s-lips-eyes.html
If The Reverent Quiz does not work, students can view the Academic Article as well as the photos of the Criminals and Non-Criminals. As a class, we will select ten mugshots (1-10; 11-21; 22-32) and on a paper, write out the numbers and our guess as to whether they are a "C" Criminal or "NC" Non-Criminal. As a class, we will see if the data plays out.
the-accuracy-of-inferences-about-criminality-.pdf | |
File Size: | 3660 kb |
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4. We will examine the Hare Psychopath Checklist - students often have questions about Psychopaths: If You Score Above 30 on This Test, You Might Be a Psychopath (rd.com)
BUT FIRST A RIDDLE:
A woman is at her father's funeral, when she sees the man of her dreams and falls instantly in love. She doesn't get his name. The next day she goes out and kills her mother. Why?
Depending on your answer, you may be a psychopath according to apocryphal lore.
A woman is at her father's funeral, when she sees the man of her dreams and falls instantly in love. She doesn't get his name. The next day she goes out and kills her mother. Why?
Depending on your answer, you may be a psychopath according to apocryphal lore.
Observation Skills - Can you Spot the Criminal? Do the First Three.
Lesson 3 - Intro to Criminals
For this project, Peruse some famous criminals on the sites listed down the page and determine who you want to investigate in more detail --- the skill we are building in this unit is citations, so we will also ensure that we learn proper citation techniques (you may research from any source you want, but need to have one academic journal article). See the assignment below where you become an Intelligence Analyst and need to create a dossier on them for your boss.
1. Hook: They have re-opened the X-Files and your first assignment is to Prepare a Dossier for the "Cigarette Smoking Man." Mr. Fitton will leave the room and turn the lights out... All of a sudden, the LCD projector will come on and the video will say "Press Play Right Now." Hopefully a student will press play and the intro will start.
-Students will find the assignment pinned to the bottom of their desks.
1. Hook: They have re-opened the X-Files and your first assignment is to Prepare a Dossier for the "Cigarette Smoking Man." Mr. Fitton will leave the room and turn the lights out... All of a sudden, the LCD projector will come on and the video will say "Press Play Right Now." Hopefully a student will press play and the intro will start.
-Students will find the assignment pinned to the bottom of their desks.
2. We will watch some youtube videos and do some research to see who we want to know more about based on student choice/preferences
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grasp_-_famous_criminals_assignment_2022.docx | |
File Size: | 2251 kb |
File Type: | docx |
famous_criminals_graphic_organizer.docx | |
File Size: | 935 kb |
File Type: | docx |
Some Student Samples Online - Many More in Class
Podcast: Krimes with Kendall - A Russel Williams Case | Spreaker
https://www.spreaker.com/episode/49488190
Podcast: Krimes with Kendall - A Russel Williams Case | Spreaker
https://www.spreaker.com/episode/49488190
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Find below some places that can assist you during your research.
1. https://www.huffingtonpost.ca/entry/americas-most-notorious-criminals_n_3761487 (American Criminals)
2. https://www.thefamouspeople.com/criminals.php (Huge list of international criminals)
3. http://www.wright.edu/~jim.adamitis/FamousCriminals/criminals.html
4. https://www.fbi.gov/history/famous-cases FBI website - famous cases and criminals
5. https://list25.com/25-most-brilliant-criminals-in-history/ Most brilliant criminals
6. https://www.criminaljusticedegreeschools.com/criminal-justice-resources/famous-criminals-and-outlaws-in-the-justice-system/
1. https://www.huffingtonpost.ca/entry/americas-most-notorious-criminals_n_3761487 (American Criminals)
2. https://www.thefamouspeople.com/criminals.php (Huge list of international criminals)
3. http://www.wright.edu/~jim.adamitis/FamousCriminals/criminals.html
4. https://www.fbi.gov/history/famous-cases FBI website - famous cases and criminals
5. https://list25.com/25-most-brilliant-criminals-in-history/ Most brilliant criminals
6. https://www.criminaljusticedegreeschools.com/criminal-justice-resources/famous-criminals-and-outlaws-in-the-justice-system/
Further activities - Based on Student Questions
1. Most Criminal Names in the USA.
What is your criminal name? Start Class with this Hook.
Word Association and Rorschact Test
A student in the past did a psychological profile of Ed Kemper and included a Rorschact test and Word Association. Mr. Fitton will introduce the concepts to the class. (Google image search Rorschact Test). Can go to this website and scroll down: Online Rorschach Inkblot Test or view the images below:
Carl Jung - Word Association Test: Carl Jung's Word Association Test - Exploring your mind
-Shall we try it out as a class?
Students asked about the Role of Childhood Trauma in Criminogenic Behaviour.
We will discuss the ACE Questionnaire (Adverse Childhood Experience Questionnaire)
Microsoft Word - Finding Your ACE Score (ncjfcj.org)
OR if kids want to do the questionnaire on their phones: Take The ACE Quiz — And Learn What It Does And Doesn't Mean : Shots - Health News : NPR
-Shall we try it out as a class?
Students asked about the Role of Childhood Trauma in Criminogenic Behaviour.
We will discuss the ACE Questionnaire (Adverse Childhood Experience Questionnaire)
Microsoft Word - Finding Your ACE Score (ncjfcj.org)
OR if kids want to do the questionnaire on their phones: Take The ACE Quiz — And Learn What It Does And Doesn't Mean : Shots - Health News : NPR
Game to play during the entire unit: Mark of a Killer
GAME:
Mr. Fitton will assign two students to be "Killers." They have to put a cutout of the King of Spades in other student's stuff. When the student finds it, they are dead. Ie: Locker, Binder, Knapsack. They are out of the game. Each day the class gets one guess as to who the killer is.
Mr. Fitton will assign two students to be "Killers." They have to put a cutout of the King of Spades in other student's stuff. When the student finds it, they are dead. Ie: Locker, Binder, Knapsack. They are out of the game. Each day the class gets one guess as to who the killer is.
mark_of_a_killer.docx | |
File Size: | 35 kb |
File Type: | docx |
Mark of a Killer instructions:
1. I photocopy the cards onto pink or yellow paper (something that is an obvious colour) and cut them out. I put them in two stacks at the front of my room.
2. I let the class know that the game is like Mafia or Werewolf (some have played these games). Two students will be the “killers” --- I stress not to raise their hands or ask – because the goal of the killer is to go undetected.
3. I say – somehow the people who want to be the killers, have to grab a stack, or email me, or get ahold of me sneakily to let me know who they are.
4. I say “the game starts now” and we play for two full days. (Then we do another round with new killers).
5. The “Killers’” goal is to leave a card somewhere sneakily so a classmate sees it. Can be on their desk, I’ve had kids get other kids called to the office and have the principal deliver it, I’ve had kids get parents involved and go to kids house and get the parents to give it to the kids; put it on their car window. Some have gone and put them on student chairs when they go to the washroom. It is one card, one kill – so they can’t just snapchat a card in a group chat to every classmate.
6. The class gets to start and end every class by putting up who they think the killers are on the board – they can put up any students, but they only get two votes each. So we let each student who is accused speak to their innocence. Then the class votes. If the class votes wrong, the person is killed (I say that we live in a death penalty state).
7. The goal of the class is to uncover the killer in the two days; the goal of the killer is to try to get the entire class before they are found out.
1. I photocopy the cards onto pink or yellow paper (something that is an obvious colour) and cut them out. I put them in two stacks at the front of my room.
2. I let the class know that the game is like Mafia or Werewolf (some have played these games). Two students will be the “killers” --- I stress not to raise their hands or ask – because the goal of the killer is to go undetected.
3. I say – somehow the people who want to be the killers, have to grab a stack, or email me, or get ahold of me sneakily to let me know who they are.
4. I say “the game starts now” and we play for two full days. (Then we do another round with new killers).
5. The “Killers’” goal is to leave a card somewhere sneakily so a classmate sees it. Can be on their desk, I’ve had kids get other kids called to the office and have the principal deliver it, I’ve had kids get parents involved and go to kids house and get the parents to give it to the kids; put it on their car window. Some have gone and put them on student chairs when they go to the washroom. It is one card, one kill – so they can’t just snapchat a card in a group chat to every classmate.
6. The class gets to start and end every class by putting up who they think the killers are on the board – they can put up any students, but they only get two votes each. So we let each student who is accused speak to their innocence. Then the class votes. If the class votes wrong, the person is killed (I say that we live in a death penalty state).
7. The goal of the class is to uncover the killer in the two days; the goal of the killer is to try to get the entire class before they are found out.
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8. I usually play this video clip: https://youtu.be/1tdZ_k0eaHo (Zombie Kill of the week from the movie Zombieland) and we start class by asking “who is deceased in the game” and now tell the stories. 9. As we play, we also add rules – if the class finds we need some (One group wanted the class to be a safe zone, others said – not at work….others wanted at work, and wanted the class to be fair game). 10. Because kids can’t keep secrets – I always say “the dead can’t vote” but they can share with a living person who killed them if they want – because kids can’t respect the sanctity of the game… some kids do, but most talk – this also makes it so the killers have to be sneakier) - A fun way to engage in historical empathy and understand the paranoia of the era! |
Just for fun - handwriting analysis!
Have students write - "You get your giant jelly home" in cursive and in printing - then show them the felon's claw.
Possible Resources for students:
Assignments
Police Report:
https://www.policeone.com/investigations/articles/6289855-How-to-write-organized-and-concise-police-reports/
https://www.wikihow.com/Write-a-Police-Report
Biography
https://www.wikihow.com/Write-a-Biography
https://brandyourself.com/blog/how-tos/8-tips-on-how-to-write-a-personal-biography/
Assignments
Police Report:
https://www.policeone.com/investigations/articles/6289855-How-to-write-organized-and-concise-police-reports/
https://www.wikihow.com/Write-a-Police-Report
Biography
https://www.wikihow.com/Write-a-Biography
https://brandyourself.com/blog/how-tos/8-tips-on-how-to-write-a-personal-biography/
Alternative Ideas for Activities:
-Clue
-Drama game, find the killer
-Hotseat (person is a famous criminal, we ask questions)
-Clue
-Drama game, find the killer
-Hotseat (person is a famous criminal, we ask questions)
Possible Film Options To Finish the Unit
Films about Famous Criminals or about Crime (Ted Bundy, On Frozen Ground, Richard Jewell, or others that students suggest)
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