From The Street Law Clinic at Georgetown University Law Center – The Innocence Project Curriculum

The Morton story: Lives Taken/Reason for Wrongful Conviction/Prosecutorial Misconduct
Go to: (pages 25-42)

http://www.law.georgetown.edu/academics/academic-programs/clinical-programs/our-clinics/DC-Street-Law-Program/upload/001-Lives-Taken-Fixed.pdf ^[1]

The Morton story Students=detectives. Students view a note that was a critical piece of evidence in a murder investigation – a murder that the students will now investigate. Students complete a chart, “Finding
the Killer,” as each piece of evidence is introduced. They describe the evidence, state whether the evidence makes them more likely to believe Michael committed the crime, an unknown third party committed the crime, or neither, and briefly explain why.
Students are then introduces to the concept of direct vs. circumstantial evidence and discuss how prosecutorial misconduct (“PM”) played a role in Michael Morton’s wrongful conviction.

Extension Activity “What Would a Prosecutor Do?” – Students respond to prosecutorial misconduct hypotheticals