Abstract

The article features an analytic protocol for examining controversial criminal cases in critical thinking courses. The rubric has been designed to be useful to busy critical thinking teachers who wish to draw on student interest in true crime. Six guidelines are presented that are intended to provide the instructor with a convenient scheme for quickly and easily framing classroom discussions. Due to their generality, the guidelines can be readily applied to a wide-range of cases, giving educators a high degree of flexibility in the selection of criminal affairs.