Great Crimes 4 - English Center

STAGE 4 Great Crimes John Escott Introduction 51 Chapter 7 (Azaria Chamberlain) describes how the Chamberlains claimed that a dingo snatched their bab...

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STAGE

4

Great Crimes John Escott

Introduction

This ungraded summary is for the teacher’s use only and should not be given to students.

Chapter summary Chapter 1 (Dr Crippen – murderer) shows how, trapped in an unhappy marriage and in love with another woman, Crippen murdered his wife after a violent argument. For the first time, radio communications were used in pursuit of a criminal, and Crippen and his new partner were arrested as they tried to escape to



a new life in Canada.

Chapter 2 (The Mona Lisa – lost and found) tells how

daughter Azaria from a tent. The evidence was unclear,

in 1911 an ex-worker at the Louvre, Vincenzo Perugia,

but Lindy’s story was not believed and she went to

managed to steal the famous painting relatively easily.

prison. However, doubts emerged about blood found

Two years later, when Perugia tried to sell it to an

in the Chamberlain’s car, and it also became clear that

Italian art dealer (claiming at the same time that he

dingoes could attack babies, and Lindy was released.

wanted it returned to Italy for patriotic reasons) the



painting was recovered.

Chapter 3 (The Lindbergh kidnapping) shows

demand was made. There was little contact from the kidnappers, probably the IRA, and no money was paid.

Lindberghs gave the kidnapper money through an

Although there where rumours of sightings, the horse

intermediary, but the boy’s body was found shortly

was never seen again.

afterwards. A German carpenter, Hauptmann, was



identified as the culprit when he tried to spend some

became the most notorious outlaws of their time in

Chapter 4 (The Great Train Robbery) describes how

the USA. Just over four years later they were both

a gang of robbers successfully stole millions of pounds

gunned down in a police ambush, which put an end

from a Post Office train. Their plan failed because their

to the robberies and murders that they had become

hideout was not cleaned, leaving evidence which led

famous for.

to the arrest of most of the robbers within a year.



Chapter 5 (The Kennedy assassination) presents

Chapter 10 (Nick Leeson) shows that Leeson’s

amazing success as a trader meant that his work

the time after the President’s assassination when

at Barings in Singapore was virtually unchecked. He

Lee Harvey Oswald was first arrested for killing a

created a secret error account to hide a small loss

policeman who wanted to question him. When his gun

made by a colleague, but his own losses spiralled out

was discovered in the building overlooking the site of

of control as a series of deals went wrong. The bank

the shooting, he was held on suspicion of killing the

had to close down, and Leeson was arrested as he

President. However, Jack Ruby shot him before he

tried to get back to England.

went to trial.

Chapter 9 (Bonnie and Clyde) Bonnie Parker and

Clyde Barrow first met in January 1930 and later

of the Lindbergh’s money.



Chapter 8 (Shergar) is about the valuable racehorse

Shergar. It was kidnapped, and a massive ransom

how, after the disappearance of their baby son, the



Chapter 7 (Azaria Chamberlain) describes how the

Chamberlains claimed that a dingo snatched their baby



Chapter 6 (Patty Hearst) talks about the daughter

Chapter 11 (Charles Ponzi and Elmyr de Hory)

Italian Ponzi and Hungarian de Hory are two of the

of a rich newspaper owner, who was kidnapped by

best-known fraudsters of the twentieth century. Ponzi

a terrorist group. However, two months later Patty

for his “Ponzi scheme” of making money out of an

Hearst claimed she shared their beliefs, changed her

imaginary investment, and de Hory for his forged

name and took part in armed robberies. At her trial she

paintings by artists such as Picasso, Matisse, and

claimed that she had been drugged and intimidated.

Renoir.

Initially she was not believed, but public opinion changed and she was released from prison early.

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STAGE

4

Great Crimes Pre-reading activity Matching definitions and word sort

Match the words in A with the definitions in B. A

WORD

B

DEFINITION

 1

carpenter

[k]

a

to make an illegal copy of something

 2

case

[__]

b

the marks that your fingers make when they touch something

 3

cemetery

[__]

c

to take someone away, and ask for money for returning them

 4

forge

[__]

d

to kill someone by holding them above the ground with a rope around their neck

 5

witness

[__]

e

a person who is hurt or killed as the result of a crime

 6

gloves

[__]

f

dead people are buried here

 7

kidnap

[__]

g

someone who makes money by buying and selling things

 8

court

[__]

h

someone who has seen a crime, and tells the police about it

 9

fingerprints

[__]

i

these keep your hands warm

10

gallery

[__]

j

a building in which horses are kept

11

victim

[__]

k

a person who makes things from wood

12

assassinate

[__]

l

this is where people decide whether a person is guilty, and how they will be punished

13

trader

[__]

m

information that is used in a trial to show whether someone is guilty or not

14

stable

[__]

n

a crime that the police must investigate

15

evidence

[__]

o

a room where you can see paintings

16

hang

[__]

p

to kill a political leader

Put the words into the correct category. The first example has been done for you. VERBS

PEOPLE

PLACES

THINGS

carpenter

To the teacher Aim: To introduce some of the key vocabulary

and nouns (people, places and things). Finally, ask

Time: 15–20 minutes

students to predict why these words might be

Organization: Give one copy of the worksheet to

included in the book and to make sentences using

each student or group of students. Ask them to

some of the words.

match the words and definitions (most of which are

Key: 1 k, 2 n, 3 f, 4 a, 5 h, 6 i, 7 c, 8 l, 9 b, 10 o, 11 e,

taken from the glossary). Go through the words and

12 p, 13 g, 14 j, 15 m, 16 d.

deal with any remaining difficulties over meanings. Then ask students to divide the words into verbs PHOTOCOPIABLE

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STAGE

4

Great Crimes While reading activity Key messages

1 Inspector – we are very worried about our friend Cora – her husband says she died while she was visiting a relative in America – we don’t think he’s telling the truth – please investigate! He lives at … a What has really happened to Cora? b Who is the note from? How did they become friends with Cora? c Which organisation is the note written to?

2 DON’T FORGET balaclavas handcuffs white sheet gloves red light (and battery)

3 … I’m sure that, as a fellow Italian, you will agree that the painting belongs in Italy, not France. Give me the money, and it will be yours! Leonard a What’s the real name of the person who wrote the note? Why does he say ‘fellow Italian’? b Who received the note? What is this man’s job? c How much money does the writer of the note want, and what will he give in exchange?

4 … You must do this if you want to see your daughter again. We know that you are a rich man, and you can afford it! Cinque a Which organisation does ‘Cinque’ lead? Who have they kidnapped? b Who is the note addressed to? What does ‘Cinque’ want him to do?

a This list was written by a member of a gang. What are they planning to do? b What are they going to do with each item on the list?

To the teacher Where: At the end of Chapter 6 (Patty Hearst)

answer the questions. When they have finished, go

Aim: To revise and summarise some of the key

through the answers, encouraging students to give

characters and events in the book so far

further details about the relevant people and events.

Time: 20–30 minutes

Students could also be asked to invent other notes

Organization: Give out the worksheet to students or

or messages that could have been written at various

groups of students. Ask them to read the messages,

points in these or other chapters.

think about when they might have been written, and

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©  OXFORD UNIVERSITY PRESS   PHOTOCOPIABLE

STAGE

4

Great Crimes After reading activity Could you be a lawyer?

Throw the dice twice. 1st throw …

2nd throw …

1

Patty Hearst

4

Lee Harvey Oswald

2

Nick Leeson

5

Bruno Hauptmann

3

Lindy Chamberlain

6

Vincenzo Perugia

1, 3, 5

2, 4, 6

My client is innocent!

The defendant is guilty!

Use these notes to help you. For

young, frightened girl – hates terrorism – had no choice – given drugs – didn’t hurt anyone

Against

agreed with terrorists – chose to join SLA – helped in robberies – people were killed

For

trying to help a colleague – bank didn’t check his work properly – didn’t hurt anyone

Against

irresponsible – dishonest – cared about money, not people – many now unemployed

For

good mother – loves children – telling truth – footprints of dingo near tent

Against

hole in baby’s clothes from knife, not animal’s teeth – she killed Azaria, later pretended to put her in tent – not sad after baby’s death

For

three shots in less than 5.5 seconds – fourth shot from grassy hill

Against

gun found in Texas Book Depository – life in Soviet Union

For

was in New York that night – money was from his friend Fisch – witnesses dishonest – Violet Sharpe involved?

Against

Lindbergh’s money in his home – notes in his handwriting – ‘Fisch’ doesn’t exist

For

Mona Lisa belongs in Italy – didn’t damage painting – didn’t use violence

Against

interested in money, not art – has been in trouble with police before – list of possible buyers in room

Patty Hearst

Nick Leeson

Lindy Chamberlain

Lee Harvey Oswald

Bruno Hauptmann

Vincenzo Perugia

To the teacher Aim: To revise key events and facts and practise

the class about five minutes to prepare, making sure

putting forward arguments

everyone understands the notes for the relevant

Time: 30–40 minutes

case and reminding them of the facts – encourage

Organization: Make sure a dice is available. Give

them to think of their own arguments too. Then the

each student a copy of the worksheet. Pick two

first team must argue as decided by the dice, and

‘teams’ of two lawyers. Explain that one team will

the other team must speak against them, with the

argue that their ‘client’ is innocent; the other team

other students (and teacher) posing questions. Finish

will argue that he / she is guilty; and the remainder

by taking a vote among the non-lawyers as to the

of the class will be able to ask questions. Ask one

defendant’s innocence / guilt. If time allows, pick two

member of one team to throw the dice twice. Give

new teams and repeat the whole process.

PHOTOCOPIABLE

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