US$50
for 3 classes包含什麼
3 現場會議
2 小時 45 分鐘 上課時間作業
每週 1 小時. There is an optional homework on day 1- learners can write their reflection after class if the want to.評估
Ongoing and informal assessment will occur during every meeting, through interactions and assignments. There will not be any formal tests.評分
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.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
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
學習目標
-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
教學大綱
課程
遵循 Teacher-Created 課程3 課程
超過 1 週課 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 分鐘線上直播課
課 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 分鐘線上直播課
課 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 分鐘線上直播課
其他詳情
學習需求
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.
父母的引導和規範
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.
先決條件
Learners with and without a background in true crime can join.
供應清單
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.
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
來源
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
認識老師
教師專業知識和證書
德州 教學證書 在 英語/語言藝術
碩士 在 教育 從 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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