DEATH PENA
Perspectives on the Death Penalty-Case Study
‘Target Audience: Grades 10-12 Curriculum Links: .
° CST: The Right to Life :
Time Need: Five class sessions + homework ® Seamless Garment
¢ Consistent Ethic of Life ‘
Overview of Lesson Details for Teachers
Objective: To engage students in a dynamic process of exploration and faith reflection surrounding the issue of
the use of capital punishment in the United States.
Process:
1. Students will begin with analysis questions about their own beliefs and views towards capital punishment.
2. Students will read three different news items each presenting information and perspectives about the case
of Anthony Graves.
3. Students will create a case summary organizing the facts of the case and demonstrating reading compre- +
hension and written summarization skills. é
4. Students will embark on a web quest in order to:
* to gain more background about the prevalence of capital punishment in the U.S, through a mapping
exercise and compare the U.S. realities with capital punishment in other countries
e to explore Pope John Paul II’s encyclical, “The Gospel of Life,” (Evangelium vitae) and select ‘
excerpts that inspire them to think more deeply about the value of human life and the church’s view -
towards the death penalty
° to explore the U.S. Bishop’s statement, Responsibility, Rehabilitation, and Restoration: A Catholic
Perspective on Crime and Criminal Justice
@ to look closely at The Articles of the U.S. Constitution and decide if the death penalty should or should
not be considered “cruel and unusual punishment”
5. Students will take on a role from the case study and complete a creative writing assignment presenting a
specific perspective based on their role. Students will use and apply their case summaries and web quest |
learnings to complete this exercise. (Note: Teachers may wish to assign roles or let students select one.) :
Suggested length for assignment: | page, single spaced, typed, 12 pt. Times New Roman.
6. Students will engage auditory forms of learning by selecting and listening to various songs which containa —¢
perspective or social critique about the death penalty. Students will summarize what they think are the .
songwriter’s views and message regarding the death penalty.
7. Students will conclude the lesson by creating a prayer or a prayer service that encompasses the scope
their work and insights. E
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Engaging Questions
Directions: Take a few minutes to think about the questions below and then respond to the questions in the
space provided. Be prepared to discuss your responses with the class.
1. Describe your own personal views about the death penalty:
2. Inyour opinion, do you think the death penalty is an act of retribution or justice? Explain.
3. Should the Government have the right to kill its citizens? When? Who should decide?
4. Can the right to ‘life, liberty, and the pursuit of happiness’ be considered an absolute right ifa government
can kill its own people?
5. Instating that ‘killing is against the law’ is the Government breaking its own law in executing citizens?
September 2006 by Sr. Katherine Feely, SND
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Vocabulary Hunt
Directions: Define the following words in the space provided using the web resources listed on the next
page and/or Merriam-Webster s online dictionary (http://www.m-w.com/):
encyclical:
exonerated:
retribution:
recant:
snitch testimony:
capital punishment:
lethal injection:
conviction:
death penalty:
consistent ethic of life:
seamless garment:
jail vs. prison:
September 2006 by Sr. Katherine Feely, SND
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' Source: Death Penalty Information Center, Texas May Release Former Death Row Inmate,
Case Resources
Uses the resources and articles below to gather the facts surrounding the Anthony Graves case.
Summarize the facts on the Case Sheet provided.
Articles to Build Case:
“One capital case tests the threshold of proof” (Feb 6, 2001, Houston Chronicle)
http:/www.chron.com/cs/CDA/printstory.mpl/special/penalty/8 15415
National Public Radio transcript of Anthony Graves Story
bttp:/Avww.ccadp.org/anthonygravesnpr.htm
Students Say Prosecutor Made Graves Mistake (Jan 10 2005, Houston Chronicle)
http:/Avwww.truthinjustice.org/graves.htm
CBS Evening News Story, “Innocent Man on Death Row?” (May 30, 2005)
http://www.cbsnews.com/stories/2000/05/30/eveningnews/main2007 1 0.shtml
PBS Now - Death Penalty Debate & Graves Case (Jan 6, 2006)
http://www.pbs.org/now/printable/transcriptNOW201_full_print.btml
http://www.pbs.org/now/society/deathpdebate.htm!
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Due Date:
peceeoees
Case Preparation Sheet:
Anthony Graves & The Death Penalty
Facts:
Who:
What:
Where:
When:
Who is involved?:
What’s the controversy?
Key Issue in this case:
Case Summary:
Additional facts to the case:
53 September 2006 by Sr. Katherine Feely, SND
Media Credit: Nicole Cisarez
wrinuustcauldron.org
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Discussion Questions:
1.
Case Notes:
Church teaching:
My views ou this case:
Points in the bandiing of this case that promote
justice:
Points in the handling of this case that point to
injustice:
My suggested resolution for this case:
September 2006 by Sr. Katherine Feely, SND
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TAS
Student Web Quest Worksheet
Directions: On this web quest, you will be exploring different sites in order to gather information and
obtain a broader picture about the death penalty. You will explore web sites to map the issue, to learn
about church teaching and to consider what the U.S. Constitution has to say. Follow the directions for
each step of the journey.
Mapping the Issue
Part One: Go to the following web site and print out the map of the U.S. you find there.
Site: http://www.eduplace.com/ss/maps/pdf/uspostal.pdf
1. Print the map
2. Outline your state using a blue magic marker
3. Take out a yellow highlighter and a red pencil or magic marker
Part Two: Go to the Death Penalty Information Center Web site found at the following address:
Site: http://www.deathpenaltyinfo.org/state/
Scroll down to the bottom of the page where you will find a table listing the states that have the death penalty
and the states that do not have the death penalty.
1. On your map of the U.S., color in red the states that have the death penalty.
2. Color in yellow highlighter the states that do not have the death penaity.
3. What do you notice about the states that have the death penalty and the states that do not? What
connections and observations can you draw? Jot them down below:
4, Calculate: What percentages of states use the death penalty in the 21" century?
5. What methods of execution are still used in the United States today?
Site: http://www.deathpenaltyinfo.org/article. php?did=245
6. Ifyour state uses the death penalty, what methods are used in your state for the execution of crimi-
nals?
7. Return to the Home page for the Death Penalty Information Center and click on “Facts.” Select the
first option which lists the “Crimes Punishable by Death.” In the space below, list the crimes punish-
able by death for your state.
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2),
3)
4)
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September 2008 _ by Sr. Katherine Feely, SND Education for sustice
Skim the information in the following report: The Death Penalty in 2065: Year End Report.
Site: http://www.deathpenaltyinfo.org/YearEnd05 pdf
Locate the information in the report that summarizes the numbers of prisoners who were executed in
2005 in each state.
© Using black pen write the numbers of those executed in 2005 in the appropriate state. Place a cross
after this number.
Next, find the box summarizing those prisoners who are currently on death row in each state. Write the
number on your map in each state. Put this number in parenthesis.
« The total number of prisoners on Death Row in the United States as of October 1, 2005 is:
. Write this caption at the top of your map.
« Create a key at the bottom of your map:
Cross t= executions in 2005,
() = those currently on death row.
© List at least three interesting, enlightening facts or items from this report in the space below. What
struck you? What did you find surprising?
Y
2)
3)
© Summarize the conclusions in your own words:
Perspectives
Church Perspectives:
Explore more closely what Pope John Paul If has written in his document, “Evangelium vitae” ~a Latin title
meaning, “The Gospel of Life.”
Go to the Vatican web site: http://www.vatican.va/edocs/ENG0141/_INDEX.HTM
2. Take afew moments to study the organization and outline of the text. Notice the structure of the docu-
ment and how its development progresses. List five observations about the organization of this document:
23)
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September 2006 by Sr. Katherine Feely, SND.
3. Click on the text and skim the document.
4, Read and select 5 passages of Pope John Paul II’s Gospel of Life encyclical that you think best summa-
rize a clear position of the church, and that you find to be positive statements about the sanctity of life.
Create a heading for this document using the title of the encyclical. Copy and paste those selections into a
Word document, being sure to site the paragraph reference where the quote appears. Save your selec-
tions.
5. Read the U.S. Bishop’s statement, Responsibility, Rehabilitation, and Restoration: A Catholic Per-
spective on Crime and Criminal Justice
Site: http://www.usccb.org/sdwp/criminal. htm
Using the same file you created in #4 above, create a heading underneath the last selection from #4 with
the title of the Bishop’s document. Select 3 passages that you find clearly present a Catholic view of the
issue and attitudes about the treatment of prisoners and the use of death penalty. Copy and paste your
selections into the Word document created above. Save and print your work.
“State” or Government Perspective:
In addition to the church’s perspective, the U.S. Government also has a perspective when it comes to the
death penalty. oo.
© Look up the Amendments to the U.S. Constitution and write down the exact wording of the 5%, 8%, and
14" amendments.
Site: http://www.law.cornell.edu/constitution/constitution.table.html
(Note: you will need to scroll down to see the amendments.
Amendment 5:
Amendment 8:
Amendment 14 (section 1):
In your estimation, do these statements permit or prohibit the use of the death penalty in the Untied States?
Support your thinking and explain:
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Return to the Death Penalty Information Center Web site.
Site: http://www.deathpenaltyinfo.org
* Click on “Pacts,” select “History of the Death Penalty.”
* Scroll down and select “Constitutionality of the Death Penalty in America.”
« Read this section and answer the questions below.
1. What is the main question people are raising as the issue today about whether the U.S. death penalty
is constitutional or not? Does this support or challenge your conclusions above?
2. When was the U.S. death Penalty abolished in this country? What were the circumstances?
3. When was it reinstated and why?
4. In your own analysis what are the pros and cons to eliminating the death penalty and instead sentenc-
ing eligible prisoners to life without parole?
September 2006 by Sr. Katherine Feely, SND
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Creative Writing Exercise
Directions:
This is a creative writing exercise where you are asked to assume a specific role in this case and tell the
story from that person's point of view. Use and engage the facts you have gathered in the case summary
and in the web quest. Put yourself in someone else's shoes and describe what they must be thinking and
feeling. Select or identify your role from the options below. On a separate sheet of paper write a first hand
account of your perspective on this case. Use the work you have done on gathering the facts and other
informational pieces surrounding the death penalty. Speak in first person. Use the questions below to
guide you.
Role Perspectives:
(7) You are the mother/father of the victim
(J You are a juror (who is Catholic)
CV You are the “convicted criminal” and you know you are guilty
CT You are the “convicted criminal” and you know you are not guilty
(7 You are the mother/father of the “convicted criminal”
1 You are the judge (who is Catholic)
fF You are the son/daughter of the convicted criminal
1 You are the brother/sister of the victim
1 You are a strong pro-death penalty advocate
£1 You are Sr. Helen Prejean (find out who she is and present from her perspective)
(J You are a member of Amnesty International trying to end the use of the death penalty globally.
Creative Writing Questions:
.
September 2006 by Sr. Katherine Feely, SND
Putting yourself fully into the role assigned (or chosen), describe what it feels like to be in your position.
Summarize the case from your perspective.
What do you think about what happened and the current appeals process?
How has this case affected your life and your thoughts about the death penalty? (Speak from the perspec-
tive of your role) Describe your “character’s” views about the death penalty.
How will you feel if Graves is either found innocent or relased from prison?
Again, speaking from the perspective of your role describe what you think should happen as the outcomes
of this case and state your reasons, Bring in church teaching to support or challenge your outcomes.
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Engaging the Death Penalty in Pop Culture
Note: This activity can be done as a class activity or as a homework assignment
Critique of the Death Penalty in Music
Music often provides a strong social critique of institutions, societal failures and politics, among other things. Music
can be a powerful vehicle for influencing the way people see an issue or view a particular topic. The death
penalty is a controversial topic in the U.S. This controversy can be found and reflected in the songs listed below.
Directions:
1. Select one or more of the songs listed below to download or listen to. Most songs are available at
ITunes.com or'students may volunteer to find them and bring them in.
2. Locate the lyrics online and print out the lyrics.
3. Using a yellow highlighter, highlight the words or phrases that indicate the perspective found in the
song.
4. In your own words, summarize the song’s perspective towards the death penalty and what you think
this song is trying to say about the death penalty.
5. Do you agree or disagree? Support your opinion.
Song Options:
® Song: Crime for Crime, Artist: Ani Defranco
e Song: Death Penalty, Artist: Tankard
® Song: 25 minutes to Go, Artist: Johnny Cash
© Song: The Great State of Texas, Artist: Chris Ligons, Album: The Executioner’s Last Songs Volume |
© Song: Death Row, Artist: Willie Guthrie
© Song: Ellis Unit One, Artist: Steve Earle, Album: Dead Man Walking Sound Track
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Concluding Activity/Wrap-up
students may have relatives in the prison system, so sensitivity is needed here. Have students work either
T eachers may wish to inquire whether any students in the room have been affected by violent crime. Some
individually, in small groups or as a class to compose a prayer (or prayer service) for all those who are
victims of crime and their families. (Suggest students pray for healing, for those grieving, for forgiveness, for an
end to violence and the causes of violence, for an end to capital punishment, for a reform of the justice system, for
judges, for those on death row and their families, etc.) Encourage students to tie in ideas and quotations from
Pope John Paul II’s encyclical, The Gospel of Life. Suggested prayer forms for this exercise include litanies, a
modern psalm to end the death penalty, prayers of petition, and original prayer comrpositions.
Lesson Extensions
e Extend the lesson by also looking at the Patriot Act and discussing whether the US Government is justified in
using torture as a weapon against terror. Pull in various recent speeches by George Bush as well as those of
other political analysts.
e Assign students to view the PBS Frontline Video The Case for Innocence (2000) and log on to the website
where they can read the true stories of four different people who were sentence to death but were innocent.
Web site: http://www.pbs.org/wgbh/pages/frontline/shows/case/
e If your state currently still executes its prisoners, follow the news of those in your state who are currently on.
death row. Create an information center in the room and have students hold prayer vigils when execution
dates are set. Pray for the victims and their families as well as for those condemned to die.
Background Resources for Teachers & Students
Encyclical: The Gospel of Life
http:/Avww. vatican. va/holy_ father/john_paul_ii/encyclicals/
documents/hf_jp-ii_enc_25031995_evangelium-
yitae_en.himl
US Bishops Statement: Catholic Campaign to End the Use
of the Death Penalty
http://www-usecb.org/sdwp/national/deathpenalty/
Article: The Gospel of Life and the Sentence of Death:
Catholic Teaching on Capital Punishment, By Rev.
Augustine Judd, O.P.
http://www.usccb.org/prolife/programs/rlp/00rljud. him,
Ethics Update
http://ethics.acusd.edu/A pplied/deathpenalty/index.asp
September 2006 by Sr. Katherine Feely, SND
Death Penalty Information Center
http://www.deathpenaltyinfo.org
See especially: The Death Penalty in 2005: Year End
Report at: hitp://www.deathpenaltyinfo.org/
YearEnd05.pdf
Amnesty International
hittp://web.amnesty.org/pages/deathpenalty-index-eng
The Innocence Project
hitp://www.innocenceproject.org/
The Justice Project
hittp://www.thejusticeproject.org/
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