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$50

for 3 classes
Class

Camp Once Upon a Crime- A Critical Examination of Lizzie Borden

Completed by 4 learners
Ages 12-16
Live Group Course
Explore the infamous and mysterious Lizzie Borden Case in this 3-day camp! We will analyze the trial, critique media portrayals, and examine 19th-century societal norms. Perfect for history buffs, crime enthusiasts, and critical thinkers!
Average rating:
4.9
Number of reviews:
(118 reviews)
Popular

Live video meetings
3x per week, 1 week
2-8 learners per class
55 min

What's included

3 live meetings
2 hrs 45 mins in-class hours
Homework
1 hour per week. There is an optional homework on day 1- learners can write their reflection after class if the want to.
Assessment
Ongoing and informal assessment will occur during every meeting, through interactions and assignments. There will not be any formal tests.
Grading
Grades and certificates of completion provided on request. Grades will be in the form of A, B, C, D, F. Though grades can be important in determining mastery, learning and growth is most important.

Class Experience

This immersive three-day class dives deep into the infamous case of Lizzie Borden, exploring it through the lenses of history, criminal studies, and English Language Arts. Learners will engage in critical thinking through discussion, examining the societal norms, legal proceedings, and media portrayals of the time, specific to Lizzie Borden. The class is designed to foster a multidisciplinary understanding of the case, encouraging students to analyze and question the complex interplay of factors that shaped this historical event. We will analyze primary sources, using what was presented in court. We will also discuss societal expectations of women during the 1890s and how these may have influenced public perception of Lizzie Borden, and, perhaps, ultimately lead to her acquittal.


Day 1: Background & Detailed Overview
Objectives:
-Introduction to the social climate of Fall River, Massachusetts in the 1890s.
-Overview of the Borden family and their social standing.
-Detailed account of the murders of Andrew and Abby Borden on August 4, 1892. Elementary forensics and medical science will be discussed: time of death and how it was calculated, microscopic blood and hair detection, poison testing and stomach contents at death,  blood spatter. * (see parental guidance section for more info). 
-Discuss: What modern scientific advancements could have helped solve the case? (i.e. detection of poison and sedatives)
-At the end of class, learners will reflect on how societal norms of the time may have impacted interpretations of Lizzie Borden’s behavior and motives. Learners will have the option of a written reflection, to be completed as homework. 



Day 2: Trial Part 1
Objectives:
-Detailed timeline and abbreviated reading of Lizzie's inquest.
-Examination of Lizzie Borden’s demeanor.
Mock trial activity: students take on roles of the prosecution, defense, and witnesses. A pdf will be attached in the classroom providing the statements learners will read in their roles. These will be the real, documented statements from trial. This will serve as part of our analysis of the primary source court documents. 
-Evaluate the strength of the evidence presented during the trial.
-Discuss how gender and class may have influenced the trial's proceedings and outcomes.



Day 3: Trial Part 2 & Aftermath
Objectives:
-Mock trial activity continued: students take on roles of the prosecution, defense, and witnesses. A pdf will be attached in the classroom providing the statements learners will read in their roles. These will be the real, documented statements from trial. This will serve as part of our analysis of the primary source court documents. 
-Discussion of the verdict and immediate reactions from the public and media.
-Post-trial lives of Lizzie and Emma Borden
-Discuss the long-term impact of the case on American culture
-Short Debate: She she do it?
-Wrap-up discussion on the importance of critical thinking and multidisciplinary approaches in understanding historical events (history, science, ELA, sociology).
-Reflection: Modern day implications

Learning Goals

-Students will refine critical thinking skills.
-Students will learn how to use evidence to criticize and support theories. 
-Students will work on public speaking and social skills with learners who share the same interests.
-Students will explore their interest in criminal justice.
-Skills Practiced in this class include but are not limited to:
-Oral expression and comprehension
- The interconnected nature of listening, speaking, reading, writing, and thinking

Syllabus

Curriculum
Follows Teacher-Created Curriculum
3 Lessons
over 1 Week
Lesson 1:
Day 1: Background & Detailed Overview
 -Introduction to the social climate
-Overview of the Borden family and their social standing.
-Detailed account of the murders of Andrew and Abby Borden on August 4, 1892. Elementary forensics and medical science will be discussed. * (see parental guidance section for more info). 
-Discuss: What modern scientific advancements could have helped solve the case?
-Learners will reflect on how societal norms of the time may have impacted interpretations of Lizzie Borden’s behavior and motives. 
55 mins online live lesson
Lesson 2:
Day 2: Trial Part 1
 -Detailed timeline of the trial, highlighting key testimonies and evidence.
-Examination of Lizzie Borden’s in-court demeanor and testimonies.
-Mock trial activity: students take on roles of the prosecution, defense, and witnesses.
-Evaluate the strength of the evidence presented during the trial.
-Discuss how gender and class may have influenced the trial's proceedings and outcomes. 
55 mins online live lesson
Lesson 3:
Day 3: Trial Part 2 & Aftermath
 -The verdict, immediate reactions, & implications
-Post-trial lives of Lizzie and Emma Borden
-Discuss the long-term impact of the case on American culture
-Debate: for or against the plausibility of Lizzie Borden’s innocence based on the trial evidence.
-Wrap-up discussion on the importance of critical thinking and multidisciplinary approaches in understanding historical events.
-Reflection on how studying the Lizzie Borden case can inform our perspectives on modern legal and societal issues. 
55 mins online live lesson

Other Details

Learning Needs
Through my teaching experience, I have worked with autistic learners, as well as those with ADHD and Dyslexia in an academic setting. I try my best to meet learners where they are by scaffolding- providing supports and room for growth.
Parental Guidance
Parental guidance is suggested as we will be discussing crime, murder, and death. I will be sharing a slideshow on my screen so learners will not need to access any platforms other than Outschool. I encourage grownups to review the case prior to signing up. A good start would be the sources provided below in the sources section. We will not go into a lot of detail with the autopsy and blood. The information will be restricted to what is included here. Time of death was estimated when the digestion of stomach contents was reviewed- Andrew's food was almost fully digested whereas Abby's was only partially. The blood from her crime scene was coagulated, Andrew's was not. Lastly, based on Abby's wounds, position, and the blood spatter, it was determined she was attacked while standing and facing her attacker.
Pre-Requisites
Learners with and without a background in true crime can join.
Supply List
Learners may want pen/pencil and paper to take notes. The PDF of court statements will be attached in the classroom. Printing it is optional. Learners can read from it on their screen while they are in class.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Primary Sources from: Lizzieandrewborden.com famous-trials.com/lizzieborden Other sources used: The Trial of Lizzie Borden by Cara Robertson Lizzie Borden- The Fall River Tragedy by Edwin Porter

Meet the teacher

4.9
118reviews
Popular
Profile
Teacher expertise and credentials
Texas Teaching Certificate in English/Language Arts
Master's Degree in Education from University of Texas of the Permian Basin
I have an Associate of Art in Criminal Justice (CJ) and two years of upper level CJ coursework.  I have a Bachelor of Art in Maritime Studies with a focus in anthropology. Anthropology is the objective study of cultures and how societies live(d) and interact(ed). I also have a minor in anthropology focusing on Ancient civilizations (Mesopotamia, Egypt, Greece, and Rome) as well as more recent civilizations including the Maya, Aztecs, and other Native American societies. I am certified to teach US grades 7-12 English Language Arts and have a Master's degree in Professional Education. 

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