This lesson is part of NewsHour's Searching for Justice
series
on criminal justice reform.
For a Google doc version of this lesson,
click here
. (You will need to make a copy of the document to edit it.)
Overview:
The struggle to adapt to life after conviction is a major challenge, especially for those who were innocent of the crime that led to a prison sentence. In this lesson, students meet Anthony Ray Hinton, one of hundreds of people who were exonerated, or had charges against him dropped after he'd been convicted and sent to prison. The lesson asks students to consider what it would be like to be convicted of a crime you didn't commit, or be a family member of someone convicted of a crime even though they are innocent.
Subjects:
U.S. History, U.S. Government & Civics, Criminal Justice, Legal Studies
Estimated time:
One or two 50-minute class periods
Grade level:
7th-12th grade
Objectives:
Students will examine the challenges faced by individuals wrongfully convicted of felonies.
Students will discuss systemic error in the criminal justice system and the real impact of wrongful convictions on individual lives.
Students will look at the ways race and other factors play a role in wrongful convictions.
Activities
Warm-up activity:
Think, write, and share with a partner (virtual option – create a Google doc or online discussion – have students write their answers and respond to at least one other student’s answer).
Ask students: What would you do if you or a loved one was arrested for a crime they did not commit? What challenges do you think they'd face once home after a long prison stay?
Main activity:
Have your students watch the video and answer the questions below.
1. First, have students answer the following questions, either in class discussion or as written answers.
What were the charges brought against Hinton?
What did Hinton say were the five reasons given by the police officer that guaranteed his conviction?
What was the turning point in prison for Hinton? What happened to make him stop accepting defeat and start fighting back?
Why was it important for a white ballistics expert to be hired?
How was the case finally overturned? What evidence was given?
2. Have students write a personal response summarizing the video – How do you feel after seeing Hinton's struggle with the criminal justice system? If you could speak with anyone interviewed in the video, what are two questions you would ask them? Have students pair/share with a partner. Discuss as an entire class.
3. Read the Sixth Amendment of the U.S. Constitution below and determine which of the five reasons from the second question of activity 1 were unconstitutional. ("What were the five reasons given by the white police officer that guaranteed Mr. Hinton’s supposed guilt?")
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.
4. Read
this article
and answer the following questions.
What are the mistakes in the case against Mr. Hinton?
What are your thoughts about the death penalty after reading this article?
5. Read
this article
and answer the following questions
. (Teacher Tip – the three charts in the article can be shared and analyzed without having to read the entire article.)
What do you notice about the racial differences of incarceration in the United States
What do you think can be done to change these racial disparities and to keep cases like that of Mr. Hinton from happening?
Extension activities:
This lesson uses a video segment from PBS NewsHour's "Searching for Justice" series. Searching for Justice explores criminal justice reforms unfolding across the country, as the leaders from both sides of the political aisle attempt to end mass incarceration by rethinking laws that some say have become barriers to work, housing, and economic stability.
Click here
for more stories in the series and watch for more NewsHour EXTRA lesson content based on Searching for Justice stories.
If you would like to extend this lesson,
click here for a lesson
on "collateral consequences" and felony disenfranchisement — the ways those convicted of crimes face limitations to their rights as punishment beyond prison.
You can also use
this lesson
to discuss other obstacles facing those who have been released from prison.
This lesson
explores the special challenge of finding housing after release.
Tim Smyth teaches 10th and 11th grade social studies at Wissahickon High School in Ambler, Pennsylvania. Smyth has spoken about how he uses comics in his classroom at numerous conferences including Comic Cons in San Diego, New York and Chicago as well as at the Pennsylvania and National Council for the Social Studies conferences. He has also guest lectured at multiple universities and travels the country giving professional development on comics as engaging literature. He also works with the U.S. State Department in a global online exchange program teaching educators and students to use comics to find their voice and to solve pressing global issues. Smyth maintains a comprehensive website and blog on all things comics in education at TeachingWithComics.com.
