Thomas Longbotham

Instructional Planning Grid

1. TEKS
(13) Citizenship. The student understands rights guaranteed by the U.S. Constitution.
Objective
(E) The student will:
Explain the importance of due process rights.
Discuss the relationship of the Eighth Amendment to capital punishment.
Examine the arguments for and against capital punishment.

2. Big Understanding
Constitutions limit the powers of government.
Rights protect individual citizens from abuse by their government.

3. Assessment Evidence
Is the death penalty cruel and unusual punishment? Students will rate the strength of arguments for and
against the death penalty from a list provided to them. Students will rate their personal position on a
support-opposition scale. Support and opposition students will attempt to persuade a group of
undecided students who will rate the arguments.
4. Opening Hook
During the 19th century pickpockets were subject to public hangings. Many people watching the
hangings were pick-pocket victims. Have students draw conclusions from this story. Does this story
provide a logical and valid argument for or against the death penalty?

5. Instructional Strategies/Activities
Linguistic
Have students complete the exercise on the "Death Penalty Cases" handout.
Nonlinguistic
Have students plot their position of support/opposition on a horizontal scale.
Kinesthetic
Divide the class into three standing lines. One group will take a position supporting the death penalty
and the other group will take a position opposing it, and the third will rate their arguments.

6. Materials/Resources
Handout "Death Penalty Arguments"
Handout "Defend Your Position"

7. Grouping Patterns
Have students plot their stance on the death penalty on the following scale:
Strongly support
death penalty
5

Undecided
3

Strongly oppose
death penalty
-1

-2

-3

-4

-5

Divide the class into three groups. Instruct the support and oppose groups to form a line and face
each other. The first person in the line will make a statement supporting the death penalty. The first
person in the other line then makes a statement opposing the death penalty. The process continues up
the lines. The undecided group will form a line perpendicular to and at the end of the other lines.
The undecided group will rate each of the arguments made by both sides using the following scale:
A: very convincing
B: convincing
C: somewhat convincing
D: weak

4 points
3 points
2 points
1 point

Sum up the supports defense and the oppositions defense and announce the results to the class.

8. Ending, Summary / Reflection

Ask the students if their views on the death penalty have changed and if they can change can the
Constitution. Has anyone switched from one side to the other? Is anyone still undecided? Is the
Constitution settled? Or is it a living document. The Constitution is open to constant change whether by
ratifying a new amendment or by repealing an existing amendment. Additionally, the Constitution is
open to constant interpretation by the Supreme Court. The Constitution can be interpreted to protect or
restrict rights on a variety of issues. In what ways do you think it will change in your lifetime?

Death Penalty Arguments

For many years lawyers have argued over the legality and morality of the death penalty. Some of the
major arguments for and against capital punishment appear below. Rate each of the arguments on both
sides using the following scale:
A: very convincing
B: convincing
C: somewhat convincing
D: weak

For the death penalty

1. Fearing execution, many people will think
twice before committing crimes.
2. It saves money when compared to keeping
someone in prison.
3. Its the only threat that a prisoner whos
already serving a life sentence will pay attention
to.
4. A majority of people in the U.S. favor the
death penalty.
5. There are some criminals who can never be
rehabilitated. To keep such people in prison for
life would be a waste of money. Also, it gives
lifers the opportunity to commit further crimes
against their fellow inmates.
6. A dangerous criminal who is executed will
never hurt anyone again.

Against the death penalty

1. Fear of execution will not prevent people from
committing crimes, because most criminals dont
plan on getting caught.
2. There is no strong evidence that the existence
of a death penalty has led to fewer crimes.
3. Most prisoners serving life sentences are
generally well-behaved.
4. Capital punishment results in a disrespect for
human life, especially when the killing is
committed by the government.
5. As a result of human error an innocent person
could be executed.
6. Most murders are not planned, but occur as a
result of outbursts of anger, between people
who know each other, like relatives or friends.
Therefore, the death penalty will not lead to
fewer murders.

1) Which is the strongest argument favoring the death penalty?

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2) Which is the weakest argument favoring the death penalty?
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3) Which is the strongest argument opposing the death penalty?

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4) Which is the weakest argument opposing the death penalty?

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5) What conclusions can you draw about the death penalty from reading these arguments?
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Defend Your Position

The death penalty is a complex political issue that is felt strongly on both ends of the spectrum. Plot
your personal feelings on the following political intensity scale:
Strongly support
death penalty
5

Undecided

Strongly oppose
death penalty
-1

-2

-3

-4

-5

Your teacher will now split the class into groups. Answer the following questions after you have finished
the group activity.

1) Which side presents the strongest case? Were you on the winning side?
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2) Did any of the opposing sides arguments win you over? Why?
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3) Have your feelings on the death penalty changed? If so, where are you now on the intensity scale?
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