Lesson 3 Activity Questions
Lesson Plan Activity 1
Review Activity: Create an example of a crime that has occurred, with an eyewitness to this crime. Starting with the perception/attention stage work through each of the stages the eyewitness needs to go through in order to retain important information about the perpetrator of the crime. Identify each of the stages of memory in your example.
Lesson Plan Activity 2
Exercise: Read Case Study 8.1 in Week 5’s reading, about the Case of the Mistaken Identity of Tony Ford. Answer the 2 critical thinking questions at the end.
Lesson Plan Activity 3
Task: Read the section on Stress/Arousal in the Chapter reading for this lesson. Summarize the research findings on how stress affect’s memory. What is the Easterbrook hypothesis? Why might this effect occur?
Lesson Plan Activity 4
Review Activity: Summarize the findings on stress/arousal and the presence of a weapon on eyewitness memory.
Lesson Plan Activity 5
Activity: In your own words, describe the method and results of the study above. What is the “take home” message from this study?
Lesson Plan Activity 6
Task: Read the section on Witness Confidence in this week’s reading (page 239 of chapter entitled, “Eyewitness Testimony: Memory and Identification”) then answer the following questions.
1) Summarize the findings on confidence and accuracy over time. What happens to confidence over time? What about accuracy?
2) What factors influence confidence, but not accuracy? In other words, why would an eyewitness become more confident over time, but not more accurate?
3) Summarize the study conducted by Wells and Bradfield (1998). What was the purpose, method and results? What is the “take home” message from this study?
Lesson Plan Activity 7
Task: Read the article from Week 6 and summarize the authors’ main points. Where do the authors believe researchers should focus their research on eyewitness accuracy in the future? Do you think the suggestions the authors make for increasing eyewitness accuracy are feasible for police officers to employ? Why or why not?
Lesson Plan Activity 8
Part a) Activity: In your own words, describe the method and results of the study above. What is the “take home” message from this study?
Part b) Review Activity: In this activity, you need to synthesize the findings from above. You will be given a pair of scenarios and your task is to circle which of the eyewitnesses is more likely to be accurate. For each of your answers explain why you chose the scenario that you did.
a) Pam witnessed a violent crime and saw the perpetrator’s face for 10 seconds.
b) Cheryl witnessed a violent crime and saw the perpetrator’s face for 25 seconds.
a) Jonah was working at a gas station when a man came in and shoplifted some candy bars. Jonah and the perpetrator are of the same race.
b) Carl was working at a gas station when a man came in and shoplifted some candy bars. Carl and the perpetrator are of two different races.
a) Kyrie witnessed a robbery take place and was asked to view a lineup 3 weeks later.
b) Robbie witnessed a robbery take place and was asked to view a lineup 1 week later.
a) Sean was walking to his car on a foggy night and saw a woman hit a pedestrian and drive off. He is later asked to identify the woman from a photo lineup.
b) Chris was walking to his car on a clear night and saw a woman hit a pedestrian and drive off. He is later asked to identify the woman from a photo lineup.
Lesson Plan Activity 9
Review Activity: Use the information in this section to create the “perfect” lineup. Come up with a step by step procedure for how you would conduct a lineup if you had a witness to a crime and a suspect that you think committed the crime.
Lesson Plan Activity 10
1) Why is it important that the person who conducts the lineup is blind to the suspect’s identity?
2) Why should the witness give a confidence rating at the time of the identification?
3) Why should the identification be videotaped?
Lesson Plan Activity 11
Questions: Based on what you learned in this lesson, what do you think? Do you think experts should be allowed to testify on factors that influence eyewitness memory? Why or why not?
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