Unsolved Crimes Series 2
This class covers famous unsolved crimes, with an eye on modern forensic evidence analysis.
Thomas Jones
Average rating:
4.9
Number of reviews:(1,219)
What's included
6 live meetings
6 in-class hoursClass Experience
The iconic unsolved crimes offer puzzles that have lured thousands of people into devoting countless hours searching for solutions. This class provides an age appropriate, science-based examination of these intriguing cases. We will focus on the evidence that was found and the ways that it might be analyzed today. We will critically analyze the main hypotheses in each case to develop conclusions about the proper direction of investigation. We will cover 2-3 cases, depending on student interest and discussions. The first case is the Lindbergh Baby Kidnapping from 1932. This case technically has a conviction, but modern forensic researchers believe that the case may have been either incorrectly or incompletely solved. We will examine the evidence that may have been fabricated and some which may have been interpreted incorrectly. We will also look through alternate explanations for the crime, including one that holds that this was not a kidnapping at all, with an outcome that very few would expect. The second case is the Black Dahlia. This famous, single murder in Los Angeles in early 1947 has baffled investigators for 70 years. We will steer clear of discussions of the actual murder and focus on clues to the culprit's identity. We'll look at possible mafia connections, several jealous acquaintances, and a man with a very unusual past. We will look at a piece of evidence which was presented to me with a question about a forensic test, but may end up being more important for what is written on it. We will also look at the likelihood that this actually wasn't a single crime, but was part of a series that moved from Chicago to Los Angeles. The third case is the Jon Benet Ramsey case from 1996. This case will be covered if we move through the first two cases quickly. We will analyze a bizarre ransom note (that may not have actually been a ransom note), along with a few loose ends like a broken window in the basement, a lack of shoe prints in the snow, investigation errors, and a bowl of pineapple that may hold the key to the timeline of this case. I have taught Unsolved Crimes for over 9 years at the college and teen levels, and it is one of my favorite classes. I have found new clues in some of these cases, and I have had students, including homeschooled teens, find more clues that had previously been unknown.
Other Details
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined January, 2017
4.9
1219reviews
Teacher expertise and credentials
Juris Doctor from University of Michigan
I have been teaching for over 25 years, and focusing on forensic science classes and programs for middle school through college-age students since 2005. For the past ten years, I have also been teaching a variety of online courses, including space science, climate change, writing, introduction to law, constitutional law, history, unsolved crimes, U.S. elections, U.S. government, and geography. I have a J.D. (Law) from the University of Michigan, as well as B.A. and M.A. degrees in history, and extensive graduate education in geography and forensic science. I spent 11 years as an attorney focusing on evidence, immigration for world leaders in medicine and science, and asylum for refugees. I have also taught at the college level since 2000, in subjects including atmospheric science, physical geography, human geography, U.S. history, Humanities, criminal justice, forensic science, law and ideology, and unsolved crimes. My most recent college teaching was at SUNY Empire State College (now University) in a variety of forensic science courses and Unsolved Crimes. I have written a course manual for forensic science which is used by high school and college students, and has been picked up by a college in Europe.
My teaching style can best be described as a Socratic quest for thought. By this, I mean that the most important thing to me is to get my students thinking. It is much more important for a student to develop their critical and analytical thinking skills than to recite a list of facts. The greatest comment I ever got on a student evaluation was a college student who wrote that I was the first teacher who really wanted him to think. I recognize the differences in abilities, interests, and backgrounds in my students, and tailor my questions and challenges to maximize each student's experience.
I'd like to share a few more details about me to explain more of who I am. I am a writer, and I have 7 volumes of a kids' fantasy series called the Guardians of Elestra. Homeschooled kids who are interested get the first two chapters of a new book before it is published to give me feedback, and they learn about the revising and editing processes. I'm also a homeschooling parent (since 2002) and I lead groups focused on homeschooling with chronic illness. Our family has had to deal with long-term health issues, and I want to help others who are just getting their feet wet in this area as well. Finally, I have training in voice acting, which is another area of teaching in which my course offerings are expanding.Reviews
Live Group Class
$75
for 6 classes1x per week, 6 weeks
60 min
Completed by 75 learners
Live video meetings
Ages: 12-17
4-14 learners per class
