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Lord of the Flies: Into (Overhead)
JOURNAL #1
Describe what happened when I left the room… did students do what they were asked or not? If they didn’t what did they do?
Did anyone take the treats (be honest—no one will get in trouble)? Did any one try to, but then stop? Did others try to stop one or more kids from sneaking treats? Or… did students encourage rule-breaking?
If no rule-breaking occurred, explain why.
(cover the part below until after top part has been responded to and discussed, 1B is “follow up”
Journal 1B
Do people follow the rules because it’s the right thing to do, or because they are afraid to get caught? Why do you think this is?
Lord of the Flies: IntoWould You Survive?
Survival Test
Background: You’re lost in the wilderness, stranded atop mountain or helplessly adrift at sea! (Never mind how you got there, just play the game!) What should you do? Your very survival depends on how much you know about your present environment and situation. Directions: Answer the following questions and test your survival IQ.
1. You’re alone in the wild. You have no idea how long it will take for someone to find you. What is your greatest danger?
a. Starvation and lack of water b. Panic c. Attack by wild animals, especially at night
2. Your airliner has crashed in the mountains. You’re one of several survivors. This is what you do:
a. Climb to the top of the nearest mountain and build a signal fire. b. Make short trips; a road may be nearby c. Stay put and wait for rescue.
3. It’s cold and you have no fire. In order to keep warm you would:
a. Remain motionless to conserve energy. b. Exercise vigorously. c. Cover your head.
4.The temperature is below zero, but there are clothing and blankets in the crashed plane. Your best course is to:
a. Bundle up with everything you can find. b. Avoid perspiring. c. Keep your feet warm.
5.You suspect that searchers may be in the woods looking for you. You would:
a. Scream several times. b. Build a fire and make smoke signals. c. Try to find your way toward the rescue party.
6.A search plane flies overhead. In order to attract a plane’s attention, you:
a. Use the mirror in your compact as a signal b. Wave your most colorful piece of clothing. c. Climb to the top of a tree.
7.Which one of these American wild animals should you most worry about meeting?
a. A bobcat b. A mountain lion c. A mink
8.You’ve accidentally disturbed a grizzly bear or a female black bear with cubs and it’s obviously angry. The thing to do is:
a. Faint, or at least pretend to faint. b. Moving slowly, hide behind a tree. c. Run as fast as you can.
9.It’s night in the Canadian wilderness. You’re surround by wolves. Your course of action:
a. Yell at the wolves and they will probably run away. b. Build a fire to keep them at a distance. c. Ignore them.
10.You suspect it may be many days before you’re found. Your greatest concern is:
a. Lack of food b. Lack of water c. Lack of shelter
11.Your hunger pangs are serious. You must eat something. You:
a. Chew leaves, but don’t swallow them b. Eat tree bark c. Catch and eat small snakes and insects.
12.If you’re starving, there’s one tasty wild animal you can capture without traps or weapons:
a. Cottontail rabbit with young b. Woodchuck c. Porcupine
13.Of hazards you may face in the wilderness, you should concern yourself least about:
a. A poisonous snake bite. b. A sprained ankle c. Lack of pure drinking water.
14.The mosquitoes are numerous and too hungry for comfort. Your best recourse is to:
a. Use perfume, if you have any, as a repellent. b. Build a fire and stay in its smoke. c. Sit very still.
15.Your airliner has crashed in deep snow and the temperature is below zero. The warmest place you can be is:
a. In the plane’s broken fuselage b. Under the snow c. Inside a tent made of seat cushions and parachutes.
16.When snow is on the ground, snow blindness is a danger. You have no sunglasses, therefore you:
a. Close your eyes frequently as soon as they start hurting. b. Shade your eyes whenever the sun is shining. c. Shade your eyes whether there is sunshine or not.
17.A sever electrical storm occurs. Where is the safest place to be?
a. In the open, away from all trees. b. In a forest, which will also shelter you from the rain. c. Under the tallest tree, which will bleed off the electrical charge.
18.It’s very cold. Another survivor of the plane crash tells you that you have a white spot on your nose--frostbite! You:
a. Warm the spot with your hand. b. Rub it with snow. c. Cover your face with cloth or fur.
19.You have no water, but the crashed plane has the usual supply of beverages. To quench your thirst, you should drink:
a. Scotch b. Beer c. Soft drinks
20.You know if you walked west you would find a highway, but you haven’t got a compass. To find your way, you would utilize the knowledge that:
a. Moss grows on the north side of trees. b. The sun’s shadow is a direction finder. c. The tops of tall trees point east.
21.A danger in the woods can be a fox or a raccoon with rabies. You can recognize an infected animal because it:
a. shows no sign of fear b. howls and whimpers c. foams at the mouth
22.Your airliner has crashed at sea. You’re in the water waiting to be picked up by a life raft. Sharks appear! You:
a. Kick them off as they approach. b. Try not to worry—you know they won’t touch you if you’re not bleeding. c. Put your head under the water and yell.
23.You’re in a life raft at sea without drinking water and desperately thirsty. You would drink:
a. Sea water—it’s safe to ingest in moderate quantities. b. Urine—repulsive thought, but you’ll need it, to replenish body moisture. c. The blood of sea birds.
24.Your airliner has been forced down in the burning hot desert. Our best plan it to:
a. Remain in the shade, moving as little as possible.
b. Take off all the clothing you can and breath thorough your mouth. c. Stay active so perspiration will cool you.
Scoring: Give yourself one point for each correct answer.o 22-23 points: Splendid! You might consider a career as a wilderness explorer. o 18-21 points: Resourceful! You can make it on your own. o 12-17 points: You’re a fair woods person but don’t go on long hikes by yourself. o 11 or under: Stay in the cafeteria, you may get lost in the hallways.
KEY
Would you Survive?
Your survival IQ
1. (b) Panic is your greatest danger, Keep cool. As Uncas might say, you’re not lost: the wigwam is lost.
2. ( c) stay with the plane. It’s large and might be spotted by air searchers. Leave it, even if only for a short trip, and you might not be able to find your way back.
3. ( c) Put on a hat! Improvise something if you don’t have one. Cover your neck and ears as well. Most loss of body heat is from the bare head and hands.
4. (b) Perspiring can be fatal in extreme cold; you’ll freeze faster. Wear just enough to keep feeling slightly chilly.
5. (a) Best is to yell three times at five-second intervals. Three is the international distress signal. The first shout will attract the searcher’s attention; the others will enable him to determine your location.
6. (a) Signal with the mirror in your compact or any other shiny surface. Hold the reflector flat toward the plane and tilt it back and forth slightly so the pilot will see it flash.
7. (c ) Mink may make a nice coat, but it’s one of the few wild animals that will attack unprovoked. A mountain lion will run immediately, as will a bobcat.
8. ( A) Faint. Or play dead. The bear may come up and smell you, but that’s all. If you run, it will chase you.
9. ( c) Ignore Them! Wolves are not usually aggressive unless rabid, threatened or injured. So don’t threaten them! And if their rabid, there’s not much you can do. Fire will attract them.
10. (b) You can survive for weeks without food but only eight days without water. Your body is 80 percent water. You’re body needs three quarts a day to avoid dehydration.
11. Two correct answers: ( c) East snakes, and insects, if you can; they’re nourishing food. However, you might find (b) tree bark, more palatable—the white-and-green inner bark of evergreens, birches and willows.
12. (c ) The porcupine was once called the “woodman’s friend” because it is the only wild animal a starving woodsman can run down and immobilize with a stick.
13. (a) Poisonous snake bite is statically the least likely outdoor accident.
14. (c ) Ignore your tormentors. Let them bite and don’t scratch if you have the will power not to. The mosquito injects an anticoagulant in order to suck blood through its tiny capillary stinger, then takes back most of this substance during its meal. Since the
anticoagulant causes most of the irritation, it’s best not to keep interrupting the mosquitoes.
15. (b ) Under the snow. Bury yourself in it. The temperature there isn’t much lower than 32 degrees, and the snow blanket acts as an insulator.
16. (c ) You must shield your eyes even when the snow fields are cloudy. Snow-blindness gives no warning; it occurs about six hours afte5r exposure to intense light. To protect yourself, make a face mask from a handkerchief or a piece of cloth with two very small slits you can peek though.
17. Lighting often strikes a tall, isolated object, such as a tree, building or person in an open field. It also prefers a very high tree in a forest. The safest place is (b) among the short forest trees growing in the lowest ground.
18. Frostbite means your nose is frozen. By no means rub yourself with snow. Treat the affected part gently, and (a ) defrost it by holding your cupped hand over it. You’ll know it’s thawing when it begins hurting.
19. The Scotch will not help your water supply. Soft drinks might sound like the answer, but according to nutritional authorities, the sugar (sometimes caffeine) they contain will cause you to burn up energy much to0 fast. (b ) Drink the beer, but drink it sparingly.
20. Moss grows on the north side of trees, but can you tell moss from lichen? (b) Use the sun’s shadow. Push a foot-long stick vertically into the ground and make a mark at the tip of its shadow. Wait a half-hour and make another mark at the shadow’s tip. A line drawn from the second mark to the first will point approximately west.
21. Foaming at the mouth is not a symptom of rabies, but of fits or distemper, and a rabid animal seldom if ever howls. But (a) if it shows no fear of you, although it certainly has scented you, then be careful. Don’t attract its attention by moving; avoid it even if you have to climb a tree.
22. Sharks are unpredictable. Usually the scent of blood is what draws their attention, but sometimes they’ll attack without it. Occasionally it’s possible to scare them away by kicking, but skin-divers (who should know) sear by (c ) putting their heads under the water and yelling.
23. Not savory, but it means survival: ( c) drink the blood of sea birds—they will come down and peck at a fish line in the water with almost anything shiny on its hook.
24. The idea is to conserve all the body moisture possible, so (a) sit in the shade of the plane and remain motionless to keep from perspiring, and keep your clothes on. Also: no unnecessary chatter; breath though the mouth wastes moisture, too.
Lord of the Flies: IntoThe Survival Kit
Situation: There has been a disaster—a horrible devastation of society. There’s only one hope of survival—head for the mountains to live off the land for the next TWO YEARS. You can get to the mountains and reach safety, but your future survival depends upon how wisely you pack supplies and equipment. Since you can take only a limited number of things in addition on the clothes on your back, you have to choose wisely. Your choices will tell you and your readers a great deal about your values and your ability to take care of yourself.
Directions: In the columns below are many items. For this assignment, you will be allowed to choose only TEN ITEMS from the list. Begin to narrow the list by crossing out items you know you DON’T want to bring. Then, slowly and carefully decide on the items you’ll need and or want. Then NUMBER those items from MOST important (#1) to LEAST important (#10).
After you’ve chosen your top ten, list them on page 4 of a new comp book and explain IN DETAIL why you’re bringing this item. (What will you do with it? Does it have more than one use?)
AM-FM battery powered radioBox of 12 candles75 foot ropeArmy blanketBox of candyBibleBox of bandagesScrewdriverWristwatchFold up shovelShotgun and shellsTypewriterBox of matches4-quart kettleJar of face creamHunting knifeSleeping bagDeck of cards
Toothbrush and pasteHatchetBall of stringBear trapInsect repellentPair of scissorsRazorNotepad and pencilKerosene heater5 gallon jugCarton of smokesFamily scrapbookThe Camper’s HandbookQuart of whiskyBottle of aspirinNail clippersFirst aid manualCassette recorder
The family dogFlashlightYour special medicines 5 pound sack of rice10 packs of chewing gumPair of pliersSet of wrenchesBook of poemsBottle of rubbing alcoholFishing tackleRoll of tape50 foot chainBicycleWheelbarrowLawn chair25 feet of garden hoseHammer and sack of nailsFarmer’s Almanac
Lord of the Flies: Into (Overhead)
JOURNAL #2
Directions: Please write the question then respond honestly.
1. Who had the best list?
2. Why was the list good?
3. If you had to make the List Maker your leader in the mountains, would you? Why or why not?
4. If you had a friend and he or she wanted to be leader, but the list he or she made wasn’t as good as some other List Makers, would you vote for the friend anyway? Why or why not? (The vote would be taken openly.)
Lord of the Flies: Into (Overhead)
Literary Term
Allusion
An allusion is a reference or mention in a work of fiction—like a book, song, poem or movie to another work of fiction
Example: The Lord of the Flies is named that as an allusion to a passage in the bible. The passage is in reference to “Beelzebub,” or “The Devil!” Therefore, the allusion in the title leads readers to believe that the book has some sort of religious connotation.
NOTE: An ALLSUION is NOT the SAME as an ILLUSION!!!
Directions: Come up with three allusions, and what they allude to, of your own—it can be from a book, song, movie, TV show or other work of fiction
Lord of the Flies: Into (Overhead)
JOURNAL #3
Directions: Look at the book cover… notice and write down all the details… colors, things, images, objects, your emotional reaction, and anything that comes to mind when you see it.
Number your paper from 1-12. Read the chapter titles in the table of contents and make a prediction about what will happen in the chapter based on the name of it.
Lord of the Flies: IntoWho Should Survive?
Situation: A severe storm has crippled a small ship, the S.S. Guppy, and the only remaining lifeboat has room for only seven people. You have no hope of reaching civilization, but there's a fairly good chance that you can make it to one of many small, uncharted, and unpopulated islands in the area. You may have to remain on such an island for years. Your task is to choose which seven people should be allowed on the lifeboat, and hence, be allowed to survive.
Directions: Break into groups of four. Come to a group consensus of which 7 people you would save and why. Be also able to defend why you have chosen not to take others. You will be expected to present your findings to the class the next day.
1. Dr. Dane: thirty-seven, Ph.D. in history, college professor, in good health (jogs daily), hobby is botany, enjoys politics, married with one child (Bobby).
2. Mrs. Dane: thirty-eight, rather obese, diabetic, M.A. in psychology, counselor in a
mental health clinic, married to Dr. Dane, has one child.
3. Bobby: ten, mentally retarded with IQ of 70.
4. Mrs. Victor: twenty-three, ninth-grade education, cocktail waitress, worked as a prostitute, married at age sixteen, divorced at age eighteen.
5. Jean Garcia: three months old, healthy.
6. Mary Evans: eighteen, trade school education, wears glasses, artistic.
7. Mr. Newton: twenty-five, starting last year of medical school, suspected
homosexual activity, music as a hobby, physical fitness nut.
8. Mrs. Clark: twenty-eight, daughter of a minister, college graduate, electronics engineer, single now after a brief marriage, member of Zero Population.
9. Mr. Blake: fifty-one, B.S. in mechanics, married with four children, enjoys
outdoors, much experience in construction, quite handy, sympathizes with anti-black views.
10.Father Frans: thirty-seven, Catholic, priest, active in civil rights, former college
athlete, farming background, often criticized for liberal views.
11.Dr. Gonzales: sixty-six, doctor in general practice, two heart attacks in the past five years, loves literature and quotes extensively.
Lord of the Flies: Handout
Word Bank
Directions: Using a dictionary and/ or your own knowledge, please indicate the words’ parts of speech and the definition.
Word Part of Speech
Definition
Metaphor
Paradise
Atomic bomb
Civilization
Savage
Protagonist
Antagonist
Conflict
Anarchy
Symbolism
Moral order
Barbaric
Democracy
Dictatorship
Allegory
Ritual
Moral message
Lord of the Flies: Into (Overhead)
FOUR CORNERS
People my age can be trusted as much as adults
People my age need adult supervision in most situations or will wind up messing
things up
I am responsible and can be trusted
When my friends do things that are against the rules, I go along
If a friend of mine was acting cruel toward another person, I would tell him/
her to stop
I can make decisions on my own. I don’t need the help or input of others
Lord of the Flies: (Overhead)
JOURNAL #4
Pretend you and three of your friends had crash-landed on an island with no people, scary things in the night, and just fruit and pigs to eat. (You have the same supplies as the boys in the book we’re about to read do.)
How long do you think it would take before you all started fighting? Which one of you would loose his/ her “cool” first? Why?
Which one of you is the “brave” one, which one is the “care taker,” who is the “cry baby?”
Lord of the Flies: Handout
Movie-Part 1
1. What’s going on in the OPENING CREDITS of the movie; what do you see and what does it indicate or symbolize?
2. When you first see PIGGY and RALPH what is your reaction? Are they liked you pictured them? How about their voices?
3. So far, what are some of the ways that the movie is different from the book?
Lord of the Flies: Handout
Main Events LogDirections: Write down the 2 most important events that occurred in the chapter. Please make sure these are SPECIFIC events and you’ve connected them to their characters. BAD EXAMPLE: “boys find each other” GOOD EXAMPLE: Ralph blows conch and boys unite
Chapter 2 main plot events Evidence (quotation)1. The Sound of the Shell
2. Fire on the Mountain
3. Hits on the Beach
4. Painted Faces and Long Hair
5. Beast From Water
6. Beast from the Air
Main Events LogDirections: Write down the 2 most important events that occurred in the chapter. Please make sure these are SPECIFIC events and you’ve connected them to their characters. BAD EXAMPLE: “boys find each other” GOOD EXAMPLE: Ralph blows conch and boys unite
Chapter 2 main plot events Evidence (quotation)7. Shadows and Tall Trees
8. Gift for the Darkness
9. A View to a Death
10. The Shell and the Glasses
11. Castle Rock
12. Cry of the Hunters
Lord of the Flies: Handout
MapDirections:Please review this map of the island and label the places that you recognize.
Lord of the Flies: Handout
Novel Symbols & MetaphorsDirections: Below are several metaphors found in the book. Please write about what you think they are compared to or what they represent. After, find a passage that proves your assertion that the thing is a metaphor. The first one has been done as a model for you; you are expected to put as much detail and effort into the rest. Use your WORD BANK as a language tool.
Literal Thing
Figurative (Metaphoric)
Representation
Key Passage(page number)
Piggy’s glassesThe glasses represent man’s intelligence and ability to see things logically and scientifically. They represent reason. (Maybe hope/ survival, too because they create fire…?)
“Are there ghosts?””Course there aren’t”
“Why not?” “’Cos things wouldn’t make
sense. Houses an’ streets, an’ TV—hey wouldn’t work…”
(92)
The island
The conch
The Beastie
Face paint
Fire/ smoke
The parachute man
Lord of the Flies: (Overhead)
JOURNAL #5
I’m always confused at this point in the book. I don’t know what to think. Help me.
Is anyone responsible for Simon’s death? Was it an accident? What do you believe and why do you believe it? Please think carefully, be honest, and consider all that you know about the incident.
Use the text to help you persuade me that your opinion about this is the right one to believe.
Lord of the Flies: Handout
Informational Article: Feral Children
Directions: Please read the following article and make notes in the margins. If you think of questions along the way, please write them on the last page in preparation for a discussion.
FeralChildren.com isolated, confined, wolf and wild children
The Story of Genie
On November 4, 1970 a girl was discovered. She had been locked in a room alone for over ten years. She was tied to a potty chair and left to sit alone day after day. At night, she was tied into a sleeping bag which restrained her arms. She was put into an over-sized crib with a cover made of metal screening. Often she was forgotten. On those nights she slept tied to the potty chair.
At first, people could hardly believe that Genie was thirteen years old. While she seemed to understand a few words, the only words she could say were, "stopit" and "nomore." She had a strange bunny-like walk— she held her hands up in front of her like paws and moved in a halting way. She could not chew solid food and could hardly swallow. She spat constantly. She sniffed. She was not toilet-trained and could not focus her eyes beyond 12 feet. She weighed 59 pounds and was 54 inches tall.
Genie was rescued and put in Children's Hospital in Los Angeles, California. Genie's mental and physical development began almost immediately. By the third day in the hospital, Genie began helping dress herself and using the toilet voluntarily. She began moving more smoothly. She was hungry to learn words, pointing at things until people would give her a word for them.
Scientists wondered, "Did Genie have a normal learning capacity? Could a nurturing, enriched environment make up for Genie's horrible past? Would it be possible for Genie to recover completely?" This is how the "experiment" began.
A team of scientists (referred to as the Genie Team) began working with Genie. They wanted to find out what they could about how humans learn. Over 200 years ago, scientists had studied another "wild child" in France named Victor. They called that case "The Forbidden Experiment." Genie's case was similar because it would be unthinkable to lock up or put a child in such severe isolation on purpose.
But having discovered a child who had been isolated, scientists wanted to learn from that experience. Was that wrong? As with Victor, people wondered if scientists should be studying Genie. Could she be both studied and taken care of well? Or should the Genie research be forbidden?
Within several months Genie had a vocabulary of over one hundred words that she understood, though she was still very silent. Her talking was limited to short high-pitched squeaks that were hard to understand. The team of scientists discovered that Genie had been beaten for making noise. It was hard to know if her inability to talk was a result of living so long without interacting with other humans, being in an impoverished environment with little sensory stimulation, or because she had been abused.
Genie began to become emotionally attached to some of the scientists who spent time with her. One scientist made sure that he was there every morning when Genie woke up, for important events during the day, and to put her to bed each night, in order to build a sense of family. Some people thought that it was necessary to feel connected to other humans before one could learn to speak. After about six months, Genie lived in a foster home. The father of the family she lived with was the head of the Genie Team.
Genie continued to recover and develop. She ran, giggled, and smiled. People commented that in some ways she seemed like a normal 18-20-month-old child. If you were to give her a toy, she would feel it gently first with her fingertips. Then she would rub it against her mouth and face, using her lips to feel the object. Genie did not seem to know when to use her eyes and when to use her sense of touch.
Genie's scientist "friends" took her on daily outings—walks through the neighborhood, visits to stores. Genie was so curious and hungry for experiences. She would demand to know the names for all the things in stores, almost faster than she could be told. She would pick up items and intently explore them. Even strangers felt compelled to help her learn about the world. A butcher, who knew nothing about Genie, used to hand her an unwrapped bone, piece of meat or fish each time she passed by his shop. She would explore it by rubbing it on her lips and face. Other strangers would go out of their way to give Genie things. Somehow her thirst for learning about her world showed.
Many scientists came from all over to meet and observe Genie. They argued and debated about what research to do, as did the Genie Team itself. What could Genie best help scientists discover about learning? Could they conduct their research without interfering with her well- being?
Genie's vocabulary grew by leaps and bounds, but she was still not able to string words together into meaningful sentences. Normal children begin by learning to say simple sentences, like "No have toy." Soon they are able to say "I not have toy." Eventually they will learn to say, "I do not have the toy.' Later they will refine the sentence to say, "I don't have the toy." Genie seemed to be stuck at the first stage. We do learn many words from experience, from seeing, hearing, reading, and asking. But some scientists think that learning how to speak in sentences and sensing how words get put together in logical order also depends on something that is built into our brains from birth. Was Genie's brain missing something which was necessary for learning language?
Scientists began to wonder if Genie was mentally retarded. If she was, had she been mentally retarded from birth? Had she been injured? Or was the retardation a result of her brain being deprived of good nutrition and/or stimulation? How had her poor diet and isolated upbringing affected her growing brain?
Over the next couple of years, some scientists concluded that Genie was not mentally retarded, even though she was still unable to master language. She was brilliant at nonverbal communication. Sometimes she would be so frustrated at not being able to say what she wanted that she would grab a pencil and paper and in a few strokes, illustrate fairly complex ideas and even feelings. She scored the highest recorded score ever on tests that measure a person's ability to make sense out of chaos and to see patterns. Her abilities to understand and to think logically were also strong. She had a perfect score on an adult-level test that measured
spatial abilities. One test required that she use a set of colored sticks to recreate a complicated structure from memory. She was not only able to build the structure perfectly, she built it with sticks of the exact same color as the first structure! Despite all this, Genie remained unable to master the basics of language.
Scientists wondered—-could she ever be taught to speak? If so, how would her brain have to grow and adapt to do so? Could a teenager still learn to talk or is the structure of language something that must be learned in the early years of life when the brain is growing and changing so much?
In most humans, both sides of the brain are involved in every task, but some tasks result in more electrical activity on the right side of the brain and some in more activity on the left side of the brain. Scientists noticed that Genie was particularly good, quick, and confident at those tasks that involved more of the right brain. She was hesitant at tasks that require equal coordination between the two sides of the brain. She failed at tasks that involved more of the left brain, such as language.
One of the last tests that was done on Genie measured what parts of her brain were active as she conducted different kinds of tasks. Scientists were shocked at how unbalanced the activity in her brain was. There was almost no left brain activity. Her tests looked similar to tests of children who had to have their left brains removed.
Some scientists thought this explained her inability to learn language. Whether this was correct or not, it raised the question: Why was her brain activity so lopsided? Does the left brain develop in those critical early years of life when Genie was so isolated? Does the left brain need to receive stimulation and hear language to develop?
After about five years of researching Genie's progress, the Genie Team lost their funding from the government agency that had awarded the research grant. The scientists at this agency felt that the Genie Team was not doing good scientific research because the tests Genie was being given were not producing enough new information. At the same time that these people felt that Genie wasn't being tested enough, others felt that Genie was being over- tested.
Genie's mother, encouraged by one of Genie's old teachers, tried to sue the Genie Team for "cruel" treatment of Genie. Their lawsuit claimed that Genie was exhausted by the testing and that the interests of science were being viewed as more important than Genie's personal development.
In the late 1970s Genie's mother forbid the Genie Team from having contact with Genie. Even though she at first lived again with her mother, her mother was unable to care for Genie herself, and Genie had to be sent to a series of foster homes.
In one of these homes she was again abused—this time punished for vomiting. Genie responded by not opening her mouth for several months. Genie began to deteriorate both physically and mentally. Genie's mother moved and placed Genie in a home for retarded adults. Genie is said to still live in a home for retarded adults. "Genie" is not her real name. It was first given to her by the scientists in an effort to protect her privacy. Now her privacy is guarded by her mother. She has no contact with any of the scientist who worked with her and come to love her. Several books have been written about her, and a television documentary program was also made about the story of Genie. An independent film entitled Mockingbird Don't Sing is based on Genie's life.
To research Genie, please go to http://en.wikipedia.org/wiki/Genie_%28feral_child%29
To research some of the other 100 documented cases of Feral Children, go to www.WikiPedia.org and search “feral children” or investigate the Web site address at the beginning of this article.
Lord of the Flies: Handout
Informational Article: CHILDREN WHO KILL
The Unthinkable:Children Who Kill
By Katherine Ramsland
Jesse Pomeroy
Jesse Pomeroy was fourteen when he was arrested in 1874 for the sadistic murder of a four-year-old boy. He was quickly dubbed "The Boston Boy Fiend." His rampage had begun three years earlier with the torture of seven other boys. For those crimes Pomeroy was sentenced to reform school, but then he was released early. Not long afterward he mutilated and killed a 10-year-old girl who came into his mother's store. A month later, he snatched four-year-old Horace Mullen. He took Horace to a swamp outside town and slashed him so savagely with a knife that he nearly decapitated the child. Because of his strange appearance—he had a milky white eye---and his previous behavior, suspicion turned to him. When he was shown the body and asked if he'd done it, he responded with a nonchalant, "I suppose I did." Then the girl was found buried in his mother's cellar and he confessed to that murder, too. He was convicted and sentenced to death, although a public outcry against condemning a child to hang commuted the sentence to four decades of solitary confinement.
Mary Flora Bell wanted to "hurt" someone. She was an angry child, the product of an unsettled home in which chronic abuse was the norm. She had a friend, Nora Bell, and they often did things together. When Mary was eleven, she and Nora lured a boy to the top of an air raid shelter. When he fell and was injured, it was thought to be an accident. Two weeks later, the corpse of four-year-old Martin Brown was found, another assumed accident. Then police discovered notes that indicated that someone was taking responsibility. Then Mary showed up at Martin's home so she could "see him in his coffin." Two months passed and another local toddler, three-year-old Brian Howe, turned up missing. When Mary suggested that he might be playing on a certain pile of concrete, searchers looked where she indicated and found his body. He'd been strangled. The medical examiner believed it to be the handiwork of a child.
Mary and Norma were brought in; Mary made up a story but Norma described watching Mary kill the boy. They went to trial in 1968 in England, where Mary was convicted of two counts of manslaughter. People called her "evil" and a "bad seed," in part because she seemed so indifferent to the proceedings against her. A court psychiatrist said that she was manipulative and dangerous.
Willie Bosket had committed over two thousand crimes in New York by the time he was fifteen, including stabbing several people. The son of a convicted murderer, he never knew his father but revered him for his "manly" crime. Just before he was sixteen, his crimes became more
serious. Killing another boy in a fight, he then embarked upon a series of subway crimes, which ended up in the deaths of two men. He shot them, he later said, just to see what it was like. It didn't affect him. He knew the juvenile laws well enough to realize that he could continue to do what he was doing and yet still get released when he was twenty-one. He had no reason to stop.
Yet it was his spree and his arrogance that brought about a dramatic change in the juvenile justice system, starting there in New York. The "Willie Bosket law," which allowed dangerous juveniles as young as thirteen to be tried in adult courts, was passed and signed in six days. Willie went on to commit more crimes, although none as serious as murder, and ended up with prison terms that ensured that he would spend the rest of his life there.
Cindy Collier was 15 and Shirley Wolf 14 when they started prowling condominiums in California in 1983. They knocked on doors at random to gain admittance. An elderly woman let them in and sat chatting with them as they thought up a plan to steal her car. Shirley grabbed her by the neck while Cindy found a butcher knife and tossed it to her. Shirley stabbed her victim 28 times, even as the old woman begged for her life. They fled the scene, but were soon arrested. Both confessed that the murder was "a Kick" and that they wanted to do another one. They thought it was fun.
Edmund Kemper in prison clothes
In 1964, when Edmund Kemper was 15, he shot his grandparents, killing them both. He'd been imagining this act for some time and had no regrets. The California Youth Authority detained him in Juvenile Hall so that they could put him through a battery of tests administered by a psychiatrist. Since the results indicated that he was paranoid and psychotic, he was sent to Atascadero State Hospital for treatment. There he learned what people thought about his crime and worked hard to convince his doctors that he had recovered. Although he was labeled a sociopath, he actually worked in the psychology lab to help administer the tests to others. In the process, he learned a lot about other deviant offenders.
Kemper was released five years later, although he remained under the supervision of the Youth Authority. His doctors recommended that he not be returned to his mother's care, but the Youth Authority ignored this. After Kemper murdered and dismembered eight women over the next five years, these same doctors affirmed his insanity defense. In fact, even as he was carrying parts of his victims around, a panel of psychiatrists judged him to be no threat to society.
In 1998, 14-year-old Joshua Phillips bludgeoned his 8-year-old neighbor, and then hid her body beneath his waterbed. Seven days later his mother noticed something leaking from beneath the bed. Joshua claimed that's he'd accidentally hit Maddie in the eye with a baseball. She screamed and he panicked. He then dragged her to his home where he hit her with a bat and then stabbed her eleven times. His story failed to convince a Florida jury, who convicted him of first-degree murder.
For many people, children who kill are monstrous, unthinkable. Yet where they once were rare deviants, they are now becoming more commonplace. Let's look at the types of killings that children initiate to see the variety of motives involved.
Types of Killers
Kids who kill fall into different categories, according to their traits, situations, and motivations. Some kills are accidental, such as those involving kids who find their parents' guns, but many occur within a specific type of context and have motives. Most of the experts categorize these killings by kids as:
1. Inner city/gang killers these are kids who grow up in violent environments and who may have violent role models, such that their typical mode of response, whether for self-defense or just to get what they want, is violence. This also includes gang killers, or children who are pressured from within a gang to kill. They feel more powerful as a member of the gang, so they will do what it takes to get respect. In fact, within some gangs any restraint on violence is viewed as weak.
2. Killing within a family: Kids who kill members of their family for reasons other than an accident, feel pressured by demands, abuse, hatred, desire for gain, and even by the need of other family members. One 14-year-old enlisted this brother to help him murder their parents, and one mother provoked her son into killing his father. A fourteen-year-old in China killed his family because he thought his mother was not taking care of him properly. When he was ill one night, she ordered him back to bed. Instead, he stabbed his father 37 times, his mother 72 times and his grandmother 56 times. Then he washed his hair and watched a videotape.
3. Cult killings: 16-year-old Roderick Ferrell killed the parents of his former girlfriend in order to steal their car so he could take his friends—members of his vampire cult—to New Orleans. A lot of kids identify themselves as Satanists because it gives them the feeling of power over others and the mystique of having secret associations with another world. It also gives them license to do things like rob, damage property, and kill. Sometimes they decide that human sacrifice is necessary to increase their powers, so they kill. Ferrell claimed that he needed many victims in order to open the Gates of Hell.
4. Mental Illness: Sam Manzie, 15, opened the door to eleven-year-old Eddie Werner, who was out raising money for his school. He invited the boy in, then raped and strangled him, hiding Werner's body outside. Manzie had been the victim of a child abuser and had shown signs of serious mental illness. His parents had desperately tried to get him help and were convinced that he would become violent. A doctor interviewed the boy for about ten minutes and told the parents to take him home. They were over-reacting, he said. Only three days later he murdered Werner. Many people have a difficult time believing that children can be mentally ill, but they suffer depression and paranoid schizophrenia just like adults. When it goes undiagnosed and untreated, it can spell trouble.
Michael Carneal
5. School killers: They generally act on a perceived wrong done to them by others and view a climactic closure to the situation as the only way out. Frustrations accumulate into rage that motivates a spree. Michael Carneal, who shot into a prayer group in Paducah, Kentucky, was constantly baited by the other students. They said he had "Michael germs" and stole his lunch. One day he had a gun and even then the other boys taunted him. Finally he decided to act out and he ended up killing three students.
6. Killing committed during another crime: Fifteen-year-old Sandy Shaw lured James Kelly, 24, into the Nevada desert in 1986 so that she and two friends could rob him. They needed money to post bail for Sandy's boyfriend. They lifted $1400 and then shot him six times. They even took friends out to see the body.
7. Hate crimes: Two boys, 17 and 14, shot a man in the head and then ran over him repeatedly with their car just because he was gay. Such crimes begin with anger and hate and often involve a build-up of rage. However, there are cases where the killings happened just so the killers could brag to their friends that they'd rid the world of such a person.
Perhaps the most disturbing motive for killing is just for the thrill of it. Let's have a look at two cases, one historic, the other contemporary. We'll begin with Leopold and Loeb.
Thrill Killing
The Leopold and Loeb Case
Nathan Leopold & Richard Loeb
The year was 1924. Nathan Leopold and Richard Loeb, both 19, were close friends. Loeb worshipped power and Leopold worshipped Loeb. One day in May, they decided to find a child to kidnap for ransom and murder. They had devised "the perfect crime," they believed, and had rehearsed it down to the letter. The day finally arrived and they randomly selected young Bobby Franks outside his school. He knew them, so he climbed into the car. They hit him with a chisel, then smothered him. Afterward they drove some distance away so they could pour acid on his face to prevent people from identifying him. Finally they tossed him in a covert where Leopold often went birding, and went home to write a ransom note.
Unfortunately for Leopold, he dropped his glasses near the covert and from the unique hinges, the police traced them to him. However, since he often went to the area, he quite believably said that he'd dropped them while birding. The police continued to look into his background, along with that of Loeb, and eventually found samples of Leopold's typing that matched the ransom note. They did not find the portable typewriter in his possession, but when they caught Loeb in a lie about his car, he rolled on Leopold. They both confessed.
It turned out that the murder had been committed to entertain two bored intellectuals. They wanted to test their ability to plan and carry out a crime without being caught. It hadn't mattered which child. They hadn't targeted anyone in particular. They just needed a child who couldn't fight back. Neither expressed remorse or thought that what they had done was reprehensible.
The press reported this kidnap/murder as unique in the annals of American crime. There had been no particular motive other than to see if they could get away with it. They were monstrous, without human feeling. The like had never been seen.
The James Bulger Case
James Bulger At 3.39 p.m. on February 12, 1993, a surveillance camera in the Bootle Strand shopping center in Liverpool, England, filmed Robert Thompson and Jon Venables casually taking two-year-old James Bulger by the hand. They were just outside the butcher's shop, where James's mother was delayed when the butcher misunderstood her order. Having lost her first child to a miscarriage, she tried always to be vigilant, but to her shock, James was gone.
Thompson and Venables, both age ten, were skipping school that day, shoplifting and looking for something to do. For a lark, they decided to see if they could get away with a kidnapping. According to reports, they had already tried with a four-year-old, who'd resisted them. Then they came upon James. With him in tow and Thompson leading the way, they left and headed toward the railroad tracks at Walton, over two miles away.
Along the way, as many as thirty-eight people spotted them and some even inquired what they were up to, but no one stopped them. Several had noticed that James had a head injury and appeared distressed. They did not realize that the boys had dropped him on his head. One woman wanted to escort him to the nearby police station, but no one would watch her dog so she let the boys go off by themselves.
The lifeless body of young James was soon discovered on the tracks. Clearly the boy had not just fallen onto the tracks. Someone had seriously injured him beforehand.
During the weeklong investigation, an innocent boy named Jonathan Green was arrested first, only because he'd been turned in by his own father. Yet he hadn't been near Bootle Strand that day, so he was released.
Then suspicion turned on Thompson and Venables. They quickly confessed, each pinning the blame on the other, and were taken into custody.
The trial lasted three weeks, beginning with extensive descriptions by the prosecutor of the brutality of the crime. Venables leaned back and cried, but Thompson merely appeared curious. The impression was formed that he was the ringleader and Venables the follower (the same perception as with Loeb and Leopold), although Venables was the one who clearly stated in his confession, "I did kill him."
While the people of Britain who were ready to hang them believed that all along they'd plotted to kill a child—any child---there was no evidence to support this. The boys had taken no weapons and had ended up using whatever was available. It appeared to be the case that they'd simply come up with the prank of taking a child, and then unable to think of a way to end it, they'd simply killed him.
Expert testimony from psychiatrists affirmed that these boys were not insane; they had understood the nature of their crime and knew it was wrong. Thus, their state of mind at the time of the crime was not psychotic. In essence, they acted with adult consciousness. The pathologist confirmed that the wounds showed brutal intent.
It was decided that the boys would not do well on the witness stand, so they were not offered in their own defense. The jury deliberated for several days and then came back with a verdict: both boys were guilty of abduction and murder, although no verdict was reached regarding the attempted abduction of another child. Judge Michael Morland sentenced them to a rather indeterminate prison term: "very, very many years", until it was clear they had been rehabilitated and were no longer a danger to society.
What did not come into court, but what the psychiatrists had found, was that both boys were from troubled homes. Thompson had been abused. Together, they seemed to spur each other on to do things that neither would have done alone. Had an adult actually intervened, they would have given James over. They were scared of getting into trouble and they didn't understand the irrevocable nature of death.
A month later, the judge's sentence was clarified: the boys were to serve a minimum of eight years, i.e., until they are eighteen years old. This sentence was much shorter than expected and caused a public outcry. Home Secretary Michael Howard changed it to a minimum of fifteen years.
The boys' lawyers argued against this, citing the fact that the Howard had not looked at the mitigating circumstances stated in the psychiatric reports. Their appeal was upheld. When the Home Secretary counter-appealed, the lawyers took the case to the European Convention for the Protection of Human Rights. They wanted the sentence decided by a judge, not by government officials who depended on the public good will.
The European Court ruled that the two boys had not received a fair trial and stated that it was not correct for the Home Secretary to set the minimum punishment. The Human Rights Convention guarantees a fair hearing before an independent and impartial tribunal. The lawyers will seek parole for the boys when they reach the age of 18.
Blake Morrison covered the trial in As If: A Crime, A Trial, A Question of Childhood because it was a precedent-setting case and because it seemed to draw forth a brutal sort of rage from the crowd, who wanted to lynch the two ten-year-olds on the spot. His own opinion is that the trial failed to bring out why these children had done what they did, and in failing that, the court did not attend to matters of justice.
Lord of the Flies: Overhead
Journal # 6
Please take out the “Symbols and Metaphors” and the “Word Bank” handout and respond to the following questions – use as many of the Word Bank words in your answer as you can…
1) Why does Piggy cling to the conch when he goes to Jack’s camp?
2) When the conch breaks, why is it so dramatic?
3) How has the face paint changed the boys?
Journal # 6b
Who is responsible for Piggy’s death? To what degree are they responsible?
Lord of the Flies: Handout
What is Murder?
Situation: The following excerpt is from The Thomas Gale Law Encyclopedia… you will be expected to use these guidelines in Tribal Council.
Directions: Read the following with a partner and make notes in the margins, look up words you don’t’ understand, and raise you had to ask for help.
MURDER: The unlawful killing of another human being without justification or excuse.
Murder is perhaps the single most serious criminal offense. Depending on the circumstances surrounding the killing, a person convicted of murder may be sentenced to many years in prison, a prison sentence with no possibility of parole, or death.
The precise definition of murder varies from jurisdiction to jurisdiction. Under the common law, or law made by courts, murder was the unlawful killing of a human being with malice aforethought. The term malice aforethought did not necessarily mean that the killer planned or premeditated on the killing, or that the killer felt malice toward the victim. Generally, malice aforethought referred to a level of intent or recklessness that separated murder from other killings and warranted stiffer punishment.
The definition of murder has evolved over several centuries. Under most modern statutes in the United States, murder comes in four varieties: (1) intentional murder, (2) a killing that resulted from the intent to do serious bodily injury, (3) a killing that resulted from a depraved heart or extreme recklessness, and (4) murder committed by an accomplice during the commission of, attempt of, or flight from certain felonies.
Some jurisdictions still use the term malice aforethought to define intentional murder, but many have changed or elaborated on the term to describe more clearly a murderous state of mind. California has retained the malice aforethought definition of murder (Cal. Penal Code § 187 [West 1996]). California also maintains a statute that defines the term malice. Under section 188 of the California Penal Code, malice is divided into two types: express and implied. Express malice exists "when there is manifested a deliberate intention unlawfully to take away the life of a fellow creature." Malice may be implied by a judge or jury "when no considerable provocation appears, or when the circumstances attending the killing show an abandoned and malignant heart."
Many states use the California definition of implied malice to describe an unintentional killing that is charged as murder because the defendant intended to do serious bodily injury or acted with extreme recklessness. For example, if an aggressor punches a victim in the nose, intending only to injure the victim's face, the aggressor may be charged with murder if the victim dies from the blow. The infliction of serious bodily injury becomes the equivalent of an intent to kill when the victim dies. Although the aggressor did not have the express desire to kill the victim, the aggressor in such a case would not be charged with assault, but murder. To understand why, it is helpful to consider the alternative. When a person dies at the hands of an aggressor, it does not sit well with the public conscience to preclude a murder charge simply because the aggressor intended only to do serious bodily injury.
justification-(n) a right jurisdiction-(n) a place malice-(n) hatred
intent-(n) goal warranted-(adj) necessary manifested-(verb) created
deliberate-(adj) on purpose provocation-(n) irritant intention-(n) meaning
malignant-(adj) evil equivalent-(adj) the same conscience(n) sense of right
A person who unintentionally causes the death of another person also may be charged with murder under the depraved-heart theory. Depraved-heart murder refers to a killing that results from gross negligence. For example, assume that a man is practicing shooting his firearm in his backyard, located in a suburban area. If the man accidentally shoots and kills someone, he can be charged with murder under the depraved-heart theory.
Most states also have a felony murder statute. Under the felony murder doctrine, a person who attempts or commits a specified felony may be held responsible for a death caused by an accomplice in the commission of the felony, an attempt to commit the felony, or flight from the felony or attempted felony. For example, if two persons rob a bank and during the robbery one of them shoots and kills a security guard, the perpetrator who did not pull the trigger may nevertheless be charged with murder.
The felonies that most commonly give rise to a felony murder charge are murder, rape, robbery, burglary, kidnapping, and arson. Many states add to this list. Maine, for example, adds gross sexual assault and escape from lawful custody (Me. Rev. Stat. Ann. tit. 17-A, § 202 [West 1996]). Generally, felony murder exists only if the death was a reasonably foreseeable consequence of the felony, a felony attempt, or flight from the crime. For example, courts have held that death is a reasonably foreseeable consequence of armed robbery.
Most states divide the crime of murder into first and second degrees. In such states any intentional, unlawful killing done without justification or excuse is considered second-degree murder. The offense usually is punished with a long prison term or a prison term for life without the possibility of parole. Second-degree murder can be upgraded to first-degree murder, a more serious offense than second-degree murder, if the murder was accomplished with an aggravating or a special circumstance. An aggravating or a special circumstance is something that makes the crime especially heinous or somehow worthy of extra punishment.
California lists some twenty different special circumstances that can boost a murder from second to first degree, including murder carried out for financial gain; murder committed with an explosive; murder committed to avoid or prevent a lawful arrest; murder to perfect or attempt an escape from lawful custody; murder of a law enforcement officer, prosecutor, judge, or elected, appointed, or former government official; murder committed in an especially heinous, atrocious, or cruel fashion where the killer lay in wait for, or hid from, the victim, where the victim was tortured by the killer, where the killer used poison, or where the killing occurred during the commission of, aid of, or flight from certain felonies. These felonies include rape, robbery, kidnapping, burglary, arson, train wrecking, sodomy, the performance of a lewd or lascivious act upon a child under age fourteen, and oral copulation with a child under age fourteen (Cal. Penal Code § 190.2 [West 1996]).
If a murder does not qualify by statute for first-degree murder, it is charged as second-degree murder. A second-degree murder may be downgraded to manslaughter if mitigating factors were involved in the killing, such as adequate provocation by the victim or the absence of intent or recklessness on the part of the defendant.
Maine is an example of a state that has simplified the law of murder. In Maine a person is guilty of murder if he or she intentionally or knowingly causes the death of another human being, engages in conduct that manifests a depraved indifference to the value of human life and causes death, or intentionally or knowingly causes another human being to commit suicide by
the use of force, duress, or deception (Me. Stat. tit. 17-A § 201 [1996]). Maine also has a felony murder statute. It does not divide murder into degrees.
Sentencing for murder varies from state to state, and according to degrees in the states that have them. Second-degree murder usually is punished with more than twenty years in prison. A person convicted of second-degree murder in Minnesota, for example, may be sentenced to prison for not more than forty years. Some states, such as California, allow a sentence up to life in prison for second-degree murder.
In some states that have a first-degree murder charge, the crime is punished with a life term in prison without the possibility of parole. In other states first-degree murder is punishable by death. A defendant's criminal history may affect sentencing for a murder conviction. The greater the criminal history, the more time the defendant is likely to serve. The criminal history of a murder defendant may even cause a murder charge to be upgraded from second degree to first degree. In California, for example, a murder defendant who has a prior conviction for murder faces an automatic first-degree murder charge.
The best defenses to a murder charge are provocation and self-defense. If the defendant acted completely in self-defense, this may relieve the defendant of all criminal liability. If it does not relieve the defendant of all liability, self-defense at least may reduce the charge from murder to manslaughter. Provocation rarely results in complete absolution, but it may reduce the defendant's criminal liability. For example, assume that a family is being tormented by a neighbor for no apparent reason. The neighbor has damaged the family's property, assaulted the children, and killed the family dog. If the father kills the neighbor and is charged with murder, the father may argue that the provocation by the victim was so great that if he is to be found criminally liable at all, he should be found liable for manslaughter, not murder.
Insanity is another defense to a murder charge. If a defendant was suffering from such a defect of the mind that she did not know what she was doing, or she did not know that what she was doing was wrong, she may be found not guilty by reason of insanity. In some states the defendant may be found guilty but mentally ill. In either case the result is the same: the defendant is confined to a mental institution instead of a prison.
The modern law of murder is relatively static, but minor changes are occasionally proposed or implemented. Some legislatures have debated the idea of striking assisted suicide from murder statutes. Many have made changes with respect to juveniles. Juveniles accused of murder used to be tried in juvenile courts, but in the 1980s and 1990s, legislatures passed laws to make juvenile murder defendants over the ages of fourteen or fifteen stand trial as adults. This is significant because a juvenile defendant convicted in the juvenile justice system may go free on reaching a certain age, such as twenty-one. A juvenile defendant tried in adult court does not have such an opportunity and may be sentenced to prison for many years, or for life without parole. A juvenile may be put to death on conviction for murder but only if he was age sixteen or older at the time of the offense (Thompson v. Oklahoma, 487 U.S. 815, 108 S. Ct. 2687, 101 L. Ed. 2d 702 [1988]).
Lord of the Flies: Overhead
Journal # 7
Please answer the following questions with short answers:
1. What does Ralph discover when he flees to the beach?
2. How does Jack look?
3. What boy cannot remember his name?
4. Who takes responsibility for the events on the island?
5. Why is the naval officer disappointed in the boys?
Please answer the following questions with longer answers:
1. What do you think would have happened to Ralph if the officer hadn’t shown up?
2. If you were one of Jack’s tribe (not Roger), what would you have told the officer on the boat ride home?
3. What do you think will happen to the boys when they return to England?
Lord of the Flies: Hand Out
What is Murder: Four Corner Review
3-5 Important Facts or Statements
Graphic Display
3-5 Questions I Still Have Connection to the book
Additional details (in your own words…)
What is murder in the 1st degree?___________________________________________What is murder in the 2nd degree?___________________________________________What is murder with a “depraved heart”? _____________________________________What are two DEFENSES for murder?_______________________________________
Lord of the Flies: Hand Out
Pre-Trial Notes
Situation: Imagine the boys make it home to England… but because they come from a culture that adheres to a moral and legal order, someone (or several people) must he held accountable for the incidents that occurred on the island.
Directions: Review the questions below and answer them honestly, then look for evidence in the text that supports your belief. Write the page number where the evidence is, and add a post it to your book that helps you explain when we review this assignment in class.
Question Yes No Why or why not? Page #
1. Should Ralph be put on trial for his part in the death of Simon?
2. Should Jack be put on trial for his part in the death of Simon?
3. Should Ralph be put on trial for the death of Piggy?
4. Should Jack be put on trial for the death of Piggy?
5. Should Roger be put on trial for the death of Piggy?
Directions: Read the question below and CHOOSE one answer by placing a check in the box next to the answer.
If there was a trial and the boys had to go court, I would like to……punish (prosecute) Jack
…help (defend) Jack
…punish (prosecute) Ralph
…help (defend) Ralph
…punish (prosecute) Roger
…help (defend) Roger
Lord of the Flies: Overhead
Journal # 8
There will be a legal trial.
__________________ will stand in front of his accusers, a jury
and a judge to either be sentenced to jail time or be set free.
Using your “What is Murder?” handout, please write about what
DEGREE of murder this young man should be charged with and why.
Lord of the Flies: Handout
Trial Document [Viren 2009](ALL CLASS MEMBERS MUST COMPLETE)
Directions: Write a SINGLE page that includes all the information below.Requirements: TYPED Helvetica, Times Roman, or similar font. Single Spaced, double paragraph break between each of the three sections (see other side)
Write… Show… Trial DOCUMENT
1. As if you were the
Prosecuting Attorney
AND…
Show evidence* (in your opening statement) that the boy in question is guilty of the crime for which he is being accused.
Use 1 quote from the book and one from the “What is murder?” packet.
A) OPENING statement
(No more than one paragraph)
B) THREE questions for the defendant (Jack or Roger—your choice) with answers
C) TWO questions for TWO witnesses, with answers
2. As if you were the
Defending Attorney
Show evidence* (in your opening statement) that the boy in question is not guilty of the crime for which he is being accused.
Use 1 quote from the book and one from the “What is murder?” packet.
OPENING statement that argues AGAINST what is said in the statement above(No more than one paragraph)
THREE questions for the defendant (Jack or Roger—your choice) with answers
TWO questions for the TWO witnesses, with answers
*Evidence: must be an event or conversation that can be shown with a passage from the book (include exact words and page number). You must also use a passage from the “What is murder?” packet.
MODEL (This is what the Trial DOCUMENT Should Look Like) Name_______/ Per___
A) Opening Statement of PROSECUTIONThe Defendant __________________ is guilty of the crime of murder in the _______ degree because____________________. The Prosecution will show that blah, blah and blah… this is where you tell the people why the boy should be charged with the crimes. This is where you use evidence and site page numbers. This is where you tell us why it doesn’t matter what others may think about the boy, etc. This should be a short paragraph of about four sentences. It should PERSUADE that the boy is GUILTY.
B) Questions for the Defendant (indicate Jack or Roger)1) This is your first question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.2) This is your second question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.3) This is your third question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.
C) Witness Questions for the Prosecution 1) This is the name of your first witness.
Q. This is the question you want to ask himA. This is the answer he gives based on the evidence in the book.
2) This is the name of your second witness.Q. This is the question you want to ask himA. This is the answer he gives based on the evidence in the book.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
A) Opening Statement of DEFENSEThis is where you start by writing: The Defendant __________________ is not guilty of the crime of murder because____________________. The Defense will show that blah, blah and blah… this is where you tell the people why the boy should not be charged with the crimes. This is where you use evidence and site page numbers. This is where you tell us why it doesn’t matter what others may think about the boy, etc. This should be a short paragraph of about four sentences. It should PERSUADE that the boy is NOT GUILTY.
B) Questions for the Defendant (Indicate Jack or Roger) 1) This is your first question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.2) This is your second question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.3) This is your third question: you are asking it of the boy on trialThis is the answer he would have to give based on the evidence in the book.
C) Witnesses for the Defense 1) This is the name of your first witness.
Q. This is the question you want to ask him
A. This is the answer he gives based on the evidence in the book. 2) This is the name of your second witness.
Q. This is the question you want to ask himA. This is the answer he gives based on the evidence in the book.
Lord of the Flies: Handout
Mock Trial Rubric(to be used by Jury members)
CATEGORY 4 3 2 1
Information (Statement of
the events and facts )
All information presented in the trial was
clear, accurate and thorough.
Most information
presented in the trial was
clear, accurate and thorough.
Most information
presented in the trial was clear and accurate, but was not
usually thorough.
Information had several
inaccuracies OR was usually
not clear.
Rebuttal (The argument other have and the person in
question’s ability to address it)
All counter-arguments
were accurate, relevant and
strong.
Most counter-arguments
were accurate, relevant, and
strong.
Most counter-arguments were
accurate and relevant, but several were
weak.
Counter-arguments were
not accurate and/or relevant
Use of Facts(This is evidence
from the book and or maps, pictures, etc)
Every major point was well supported with
several relevant facts,
statistics and/or examples.
Every major point was
adequately supported with relevant facts,
statistics and/or examples.
Most major points were
supported with facts, statistics
and/or examples, but
the relevance of some was
questionable.
No points were supported.
Presentation(Physical appearance, professional attitude, etc.)
The team took everything seriously from beginning to end.
The team took almost everything seriously from beginning to end.
The team took didn’t take most of the trail seriously.
The team thought his was a chance for them to clown around
Trial Duties
Day of Final
Jury Duty:The Jury will find the defendant guilty or not guilty. They will also write 1-2 full paragraphs that will sentence the defendant (If he is proven guilty) to
either murder in the 1st or second degree. If he is found not-guilty, the jury will write 1-2 paragraphs that indicate why he is not guilty of 1st or 2nd degree murder.
Prosecuting and Defending Attorneys:Attorneys will study the Jury Rubric and create a 5 minute opening argument, maps or pictures, a list of witnesses, and questions for witnesses, and a three minute closing argument. Attorneys must anticipate the ARGUMENT of the OTHER side and ADDRESS this argument in their closing arguments.
Witnesses:All witnesses must be prepared to answer questions, truthfully, from anyone of points of view of these characters:
JackRalphSam EricRogerRobertPercivalNaval Officer (Rescuer)
Lord of the Flies: Overhead
Final Journal
Was the outcome of the trial fair or not? Why do you believe this? If the defendant was a friend or relative of yours, what do you wish the jury had
taken into consideration that they did not?
