Serial Killer Cereal Box Project
Serial murder is neither a new phenomenon, nor is it uniquely American. Dating back to ancient times, serial murderers have been chronicled around the world. In 19th century Europe, Dr. Richard von Krafft-Ebing conducted some of the first documented research on violent, sexual offenders and the crimes they committed. Best known for his 1886 textbook Psychopathia Sexualis, Dr. Kraft-Ebing described numerous case studies of sexual homicide, serial murder, and other areas of sexual proclivity.
Serial murder is a relatively rare event, estimated to comprise less than one percent of all murders committed in any given year. However, there is a macabre interest in the topic that far exceeds its scope and has generated countless articles, books, and movies. This broad-based public fascination began in the late 1880s, after a series of unsolved prostitute murders occurred in the Whitechapel area of London. These murders were committed by an unknown individual who named himself “Jack the Ripper” and sent letters to the police claiming to be the killer.
Generally, mass murder was described as a number of murders (four or more) occurring during the same incident, with no distinctive time period between the murders. These events typically involved a single location, where the killer murdered a number of victims in an ongoing incident (e.g. the 1984 San Ysidro McDonalds incident in San Diego, California; the 1991 Luby’s Restaurant massacre in Killeen, Texas; and the 2007 Virginia Tech murders in Blacksburg, Virginia).
There has been at least one attempt to formalize a definition of serial murder through legislation. In 1998, a federal law was passed by the United States Congress, titled: Protection of Children from Sexual Predator Act of 1998 (Title 18, United States Code, Chapter 51, and Section 1111). This law includes a definition of serial killings:
The term ‘serial killings’ means a series of three or more killings, not less than one of which was committed within the United States, having common characteristics such as to suggest the reasonable possibility that the crimes were committed by the same actor or actors.
The relative rarity of serial murder combined with inaccurate, anecdotal information and fictional portrayals of serial killers has resulted in the following common myths and misconceptions regarding serial murder:
The majority of serial killers are not reclusive, social misfits who live alone. They are not monsters and may not appear strange. Many serial killers hide in plain sight within their communities. Serial murderers often have families and homes, are gainfully employed, and appear to be normal members of the community. Because many serial murderers can blend in so effortlessly, they are oftentimes overlooked by law enforcement and the public. Contrary to popular belief, serial killers span all racial groups. There are white, African-American, Hispanic, and Asian serial killers. The racial diversification of serial killers generally mirrors that of the overall U.S. population. All serial murders are not sexually-based. There are many other motivations for serial murders including anger, thrill, financial gain, and attention seeking. Source :
Project Overview: You will research the historical attributes of a specific serial killer, create a cereal box, answer interview questions, and then present your killer to the class.
Research: You will select one serial killer from either the following list, or from your own research. All choices require teacher approval.
Charles Albright / Benjamin Atkins / Velma Bradley / Robert BerdellaDavid Berkowitz / Terry Blair / Ian Brady / Dallen Bounds
Ted Bundy / Nicolas Claux / Jeffery Dahmer / Albert Desalvo
Albert Fish / John Wayne Gacy / Ed Gein / Marshall Gore
Ted Kaczynski / Ed Kemper / Anthony Kirkland / Peter Kurten
Bobbie Joe Long / Charles Manson / David Edward Maust / Kenneth McDuff
Christopher Peterson / Craig Price / Marion Albert Pruett / Dorothea Puente
Richard Ramirez / Robert Ben Rhoades / Danny Rolling / Heriberto Seda
Morris Solomon Jr. / Jack Owen Spillman / Gerald Stano / Robert Shulman
John Floyd Thomas, Jr. / Marybeth Tinning / Chester Turner / Coral Eugene Watts
Jane Toppan / Faryion Wardrip / Nathaniel White / Scott Williams
Christopher Wilder / Wayne Williams / Randall Woodfield / Robert Zarinsky
Ailenn Wuronos / Genene Jones / Robert Hanson / Fred and Rosemary West
Some Resources:
Part 1: Cereal Box
Cover your entire box with paper. (front, back, sides, top and bottom)
Cover your cereal box with information about your chosen serial killer as described below:
Front of the box: must include a picture or pictures of your serial killer and her/his name.
Back of the box: just like a real cereal box, you are to present the most important facts about the serial killer, murder she/he committed, how many people she/he killed, etc. Be creative in your presentation of facts. The main idea is that the reader learns a LOT of information about your serial killer in a small amount of space. One most cereal boxes, one will find a word-search, crossword puzzles, or some kind of matching activity. They also sometimes include answers written upside down at the bottom of the box so the reader can check their answers. You may choose one of these methods to prevent your facts, or come up with your own.
Bottom of the box: Student name and any answers to puzzles or games
Sides of the box:From your research, what forensic evidence led to the serial killer’s demise (caught by law enforcement)? Describe the serial killer’s modus operandi. List general statistics about the serial killer in the form of a table or chart. List/ explain the basic personality or behavior types found in serial killers in general and which ones specifically are noted in your serial killer. Did your serial killer commit murders in a state that has a death penalty? Was/ is your serial killer on death row? How long is/was the person on death row? What was the outcome of the sentence? If not a death sentence, what was the capital punishment was used?
YOU MUST CITE YOUR SOURCES, clearly labeled with which source generated what picture or information!! These can be on the box or handed in on a separate sheet.
USE COLOR when appropriate. Don’t just print stuff in the library and slap it on the box. Put in effort. The Swampscott Public Library and Nahant Public Library both have a color printer you can use.
Part 2: The Interview: You will need to answer the following questions in the first person, as if you are the serial killer.
No simple one-word answers. Give details and explanations.
Please type your responses and turn them in with your cereal box. Be prepared to answer verbally to your classmates.
Your answers should be from the perspective of the serial killer. Assume the questions are being asked to the living person.
You need to include a complete bibliography.
Interview Questions:
- Can you please describe your childhood? Looking back, are there specific events that you can remember that may have contributed to your life of crime?
- Some criminal profilers believe that children who exhibit certain behaviors may be more likely to commit crimes. When you were a child, did you frequently start fires, commit acts of cruelty toward animals, or wet the bed to an age that is considered
- What is the highest level of education your received?
- Can you give us a description of your work history?
- Did you engage in any criminal activities prior to the murders? If so, were your punished by the law?
- Prior to the murders, would you say you had a healthy social life? Were you married? Did you have children? Did you live alone? Did you have many friends?
- Were you considered healthy at the time of the murders? Had doctors diagnosed you with any mental or physical conditions that may have contributed to your committing the crimes?
- Can you explain to us the experience of killing for the first time? Who was/ were the victims? Why did you select them and where and how did it happen?
- In total, how many people would you admit to killing? Were any particularly memorable? If so, why? If not, why not?
- What was the time span for the murders?
- Criminal profilers differentiate between organized and disorganized killers. How would you classify yourself? Can you please explain?
- Did all of your murders follow the same M.O.? Why or why not?
- Why would you say you chose to commit murder? What was your motivation? Who was you most likely victim and why?
- Can you describe how you were eventually captured? What specific evidence led to your arrest?
- Were you charged? Did you eventually stand trial or did you take a plea bargain? Where you convicted? What was the sentence? Did you receive the death penalty? If so, how and when will you be executed?
Serial Killer Cereal Project Grading Rubric
Category / 4 / 3 / 2 / 1Front of Box / Contains name
of serial killer; graphics of serial killer or pertaining to serial killer are included; Artistic style is eye-catching. / Contains name
of serial killer; graphics of serial killer or pertaining to serial killer are included; Artistic style evident, but is not eye-catching. / Contains name
of serial killer; No graphics / Contains incorrect/ misspelled name
of serial killer; no graphics;
Back of Box / More than 5+ facts; graphic organizer/ is present and accurate; puzzle/game is present and entertaining. / 5 facts chosen; graphic organizer is present and accurate; puzzle/game is present and entertaining. / 2-3 facts chosen; graphic organizer is present, but contains 1-3 errors; no puzzle/game present / Fewer than 2 facts chosen; graphic organizer is present, but contains 4+ errors; no puzzle/game present.
Sides of Boxes / Lists at least 10+ facts on each side of the box according to guidelines. / Lists list 9-10 facts on each side of the box according to guidelines. / Missing between 3-4 facts on either side of the box. / Missing more than four facts on either side of the box.
Bottom of Box / +3 sources,
Answers to puzzle, and student name / 3 sources; some answers to puzzle, student name / 2 sources, no answers to puzzle, student name / Fewer than 2 sources. OR STUDENT NAME IS MISSING
Presentation / All questions were answered thoroughly; student was energetic and did not need to refer to notes. / All questions were answered; student was energetic, but did need to look at notes occasionally / 1-4 questions were missing; delivery energetic; student read from notes most of the time. / 4+ questions were missing; delivery was not very energetic; student read directly from notes entire time.
Procedure / Project handed in on due date; bibliography is well organized and clearly delineates what references match which item. / Project handed in on due date; bibliography is present but 1-3 items aren’t referenced. / Project is handed in on due date; bibliography is present but 3+ items aren’t referenced. / Project is handed in after due date AND/OR
Bibliography is missing
Total: _____/_____ =
Comments: ______
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