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Not for the faint of heart! This course will explore the “true crime” genre and the art of storytelling through literature, podcasts, and film. Over the term we will explore the pop-culture phenomenon of true crime fascination, while also examining how these crimes connect with race, gender, and social status.
Not for the faint of heart! This course will explore the “true crime” genre and the art of storytelling through literature, podcasts, and film. Over the term we will explore the pop-culture phenomenon of true crime fascination, while also examining how these crimes connect with race, gender, and social status.
With the popularity of the Serial podcast, suddenly people that never listened to a podcast we're engaged with it, researching more, and discussing the story with their family and friends. Can we harness this interest, and build critical reading and writing skills, using written and visual texts that are timely and engaging? Can we also allow students to explore their interests, whether it is forensics, economics, or evolutionary psychology, through the lens of true crime?
With the popularity of the Serial podcast, suddenly people that never listened to a podcast we're engaged with it, researching more, and discussing the story with their family and friends. Can we harness this interest, and build critical reading and writing skills, using written and visual texts that are timely and engaging? Can we also allow students to explore their interests, whether it is forensics, economics, or evolutionary psychology, through the lens of true crime?
This course allows for critical reading and analysis of texts that students enjoy, connect with, and are timely, in addition to allowing for strengthening of crucial non-fiction text ability. There is also a true interdisciplinary aspect, as so many of the factors that influence the telling of true-crime stories overlap with other disciplines (forensics, politics, economics, sociological factors, etc).
This course allows for critical reading and analysis of texts that students enjoy, connect with, and are timely, in addition to allowing for strengthening of crucial non-fiction text ability. There is also a true interdisciplinary aspect, as so many of the factors that influence the telling of true-crime stories overlap with other disciplines (forensics, politics, economics, sociological factors, etc).
Unit 1- True Crime history in brief...
Unit 1- True Crime history in brief...
Where did our society’s fascination with true-crime began?
Where did our society’s fascination with true-crime began?
Texts: News coverage of stories like Lizzie Borden murders or Jack the Ripper
Texts: News coverage of stories like Lizzie Borden murders or Jack the Ripper
Unit 2-...And the modern day resurgence
Unit 2-...And the modern day resurgence
Why is there a modern day fascination across different media types?
Why is there a modern day fascination across different media types?
How are true-crime stories told? How is interest built?
How are true-crime stories told? How is interest built?
Texts: Excerpts from Helter Skelter and In Cold Blood to Serial Podcast and Making a Murderer
Texts: Excerpts from Helter Skelter and In Cold Blood to Serial Podcast and Making a Murderer
Unit 3- Race, Gender, and Social Status
Unit 3- Race, Gender, and Social Status
How do these three factors influence what stories are told, when, and how?
How do these three factors influence what stories are told, when, and how?
How are these stories told to engage the modern day reader / viewer / listener?
How are these stories told to engage the modern day reader / viewer / listener?
Texts: Selected with student voice. Examples may include short non-fiction texts such as “For ‘Columbiners,’ School Shootings Have a Deadly Allure” (New York Times) or Feet Lost and Found in the Pacific Northwest (Outside Magazine). Excerpts from longer texts such as Devil in the White City or Missoula. Podcasts such as Bear Brook or Criminal. Documentaries such as the Jinx or The Killing of Jon Benet.
Texts: Selected with student voice. Examples may include short non-fiction texts such as “For ‘Columbiners,’ School Shootings Have a Deadly Allure” (New York Times) or Feet Lost and Found in the Pacific Northwest (Outside Magazine). Excerpts from longer texts such as Devil in the White City or Missoula. Podcasts such as Bear Brook or Criminal. Documentaries such as the Jinx or The Killing of Jon Benet.
Unit 4- Individual Investigations
Unit 4- Individual Investigations
How can what we have learned be applied to one specific true-crime case?
How can what we have learned be applied to one specific true-crime case?
How can we model the storytelling techniques of true crime stories?
How can we model the storytelling techniques of true crime stories?
Students will research a true-crime story with a specific focus of interest to them (Forensic? Politics? Gender? Psychological? Statistical?)
Students will research a true-crime story with a specific focus of interest to them (Forensic? Politics? Gender? Psychological? Statistical?)
Final:
Final:
Use the knowledge gained from this course to tell this true-crime chase in their chosen medium (text, podcast, mini-documentary)
Use the knowledge gained from this course to tell this true-crime chase in their chosen medium (text, podcast, mini-documentary)
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