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Teacher's Guide: Hints for the Active Learning Questions

History

  1. Remind students that they can only use information that would have been available to detectives investigating the alleged crime. Any information that surfaced during the trial or afterwards, for example, cannot be used.

  2. To help students compare the developments in the two cases, you might ask them to construct a timeline listing the major events in each case.

Geography

  1. Before starting this activity you might have volunteers point out the location of Hawai'i, the Philippines, Japan, China, and other place on a wall map.

  2. Note that in the tables in this document (the Department of Defense's Base Structure Report), bases in overseas territories such as Guam are listed with U.S. rather than foreign bases; students should mark these on the wall map as well.

Civics

  1. Sanford P. Dole was the cousin of the founder of the Dole Food Company; information on him and the company can be found at the company's web site. More information about Queen Lili'uokalani can be found at the Web site of the American Experience film, "Hawai'i's Last Queen."

  2. To get students started, you might ask them about the recent Martha Stewart "insider trading" case as an example: does the fact that she was convicted and imprisoned suggest that the judicial system applies equally to rich and poor alike, or does the fact that she did not serve long in prison suggest that wealthy people receive better treatment?

Economics

  1. In considering the issues raised by the activity, students will need to balance the rights of the defendant, the victim, and the public (i.e., its right to know). Students may want to examine the recent sexual assault trial of pro basketball player Kobe Bryant, which raised similar issues.

  2. You might start by discussing the reasons why a juror might be tempted to acquit an obviously guilty defendant. For example, do you think that the law the defendant broke is unjust? Would you have acted as the defendant did if you had been in his or her position? Was the defendant trying to accomplish something that you believe was more important than the law he or she broke? Also, at some point during this activity you should discuss how the law-enforcement and judicial systems might be affected if juries acquitted guilty defendants on a regular basis.

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