According to B. B. Wolf, his initials, “B. B.”, mean “Big Beautiful.” Direct students to list adjectives that begin with the letter “b.” Ask students to pair the adjectives to give the wolf different first and middle names.
Tell students that they are reporters covering the civil case. Divide the class into two groups. Assign one group to be reporters for The Wolf Digest and the other group to be reporters for The Pig Digest. Direct students to write a list of questions they would ask B. B. Wolf and Curly Pig.
One of the witnesses for the Emperor was a child. Direct students to research their local laws to determine if there is a minimum age requirement for witnesses.
Due to the large amount of money the Emperor was seeking, he was not able to sue the defendants in small claims court. Direct students to investigate their local small claims court to answer the following questions: What is the maximum amount you can seek in small claims court? Are the rules for small claims court proceedings the same for civil court proceedings? (For example, Are lawyers present? Are witnesses called?)
The Emperor employed Swin and Del after hearing rumors about their work. If this story took place today, the Emperor may have heard about Swin and Del from a television or radio commercial or an advertisement in the newspaper. Divide students into groups of two and ask each group of students to create a commercial for Swin and Del. Give students paper and colored markers or pencils. Ask students to create a newspaper advertisement for Swin and Del.
In the 1919 case Schenck v. United States, the United States Supreme Court ruled that “The most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre and causing a panic” and “that the question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger…” Ask students to list what speech should not be protected by the First Amendment and why.
Discuss with students how the phrase “to cry wolf” came from an Aesop fable. Ask students what they think the phrase means. Direct students to use the Internet, dictionary, or other resources to find the origins and meanings of the following sayings: wolf in sheep's clothing; wolf down your food; thrown to the wolves; a lone wolf.
In 1798, Congress passed the Sedition Act. Direct students to use the Internet, library, or other resources to explain the differences and similarities of the Sedition Act to the First Amendment. Discuss with the students the following question: What would justify placing limits on freedom of speech?
Direct students to research the amendments to the constitution to determine which amendments protected Robin Hood during his arrest and trial?
When the town attorney asked Robin Hood, “Did you shoot at anyone that night?” Robin answered by “pleading the Fifth Amendment.” Explain to students what “pleading the fifth” means. Direct students to research the Fifth Amendment to the Constitution to answer the following questions: When was the Fifth Amendment ratified? How did the Fifth Amendment protect Robin Hood? Why do you think Robin Hood used the Fifth Amendment to keep from answering the question?
The town attorney presented an arrow with the monogram “RH” on it as evidence. Show students a picture of a monogram. Discuss with students that a monogram is a design composed of one or more letters and that a monogram, usually, contains the initials of the owner. Give students a sheet of paper and colored markers or pencils. Direct students to create a personal monogram.
Robin Hood’s defense for keeping the treasure was that he found it in the forest, and the Town of Nottingham has a “finders-keepers” law. Direct students to contact their local police and ask about local laws or codes concerning abandoned or loss property.