In Colin Seale’s thinkLaw curriculum, the lesson involving Baby Cupid is part of the Early Elementary (K-2) collection. It typically centers on a "legal" investigation into a fictional or nursery-rhyme-based scenario to move students from simple "what" questions to more investigative "how" and "what if" questions.
While the full lesson is proprietary and located behind the
The "Baby Cupid" Lesson Framework
In this lesson, Baby Cupid is often treated as a "suspect" or a "witness" in a case of unexpected affection or a classroom "disruption." The goal is to teach students Investigation & Discovery skills.
The Shift in Questioning:
The "What" Question (Level 1): "What does Cupid carry?" (Answer: A bow and arrow.)
The "How" Question (thinkLaw Level): "How do we actually know Cupid is responsible for people falling in love?"
The Critical Thinking Hook:
Students are asked to look for evidence. If Cupid is a baby with wings, how does he physically manage to hit targets? How do we distinguish between Cupid's influence and people just being nice to each other?
Key "How" Questions Students Explore:
How is he biased? Does Cupid only target certain people?
How do we prove it? If we can't see the "magic," what physical evidence would a lawyer look for to prove Cupid was at the scene? (e.g., feathers, tiny footprints, arrow tips).
How could there be another explanation? (The "Alternative Theory"): How do we know it wasn't just a "love potion" or a simple misunderstanding?
Where to see it in action:
The book: This strategy is detailed in Seale's book,
Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students , specifically in the chapters on Investigation and Discovery.thinkLaw Portal: If your district has a thinkLaw license, search the K-2 Nursery Rhyme/Fairy Tale library for "Cupid" or "Holiday Specials."
Social Media: Colin often shares snippets of these lessons on his Instagram (@colineseale) or LinkedIn, where he shows anchor charts labeled "What we know" vs. "What we need to know."
Why "Baby Cupid"?
Seale uses characters like Cupid because they are "shady." By treating a magical baby like a legal subject, it removes the "intimidation" of critical thinking. It teaches kids that asking "How" is the first step to uncovering the truth, which is a core tenet of the "Mirrors and Windows" philosophy you’ve been discussing regarding the TEKS.
The "Baby Cupid" lesson is a favorite in the thinkLaw Early Elementary (K-2) series. It is designed to teach students Investigation & Discovery—the legal art of figuring out what we know versus what we still need to find out before making a judgment.
Colin Seale often uses this lesson to pivot from simple recall (the "What") to the "How" questions that reveal the logic (or lack thereof) behind a story.
The "Investigation & Discovery" Checklist
In this specific lesson, students act as "investigators." Below is the checklist/framework Colin Seale recommends for nursery-rhyme cases like Cupid's:
| Step | Investigative Question (The "How") | Baby Cupid Application |
| 1. The Claim | What is the "Rule" or "Job" of this character? | Cupid is supposed to make people fall in love using arrows. |
| 2. The Evidence | How do we know this character did what they say? | Is there a witness? Did anyone see the arrow? Or is it just "magic"? |
| 3. The Missing Info | What do we need to know but don't? | How does a baby carry a heavy bow? How does he aim? Does he have a permit to fly? |
| 4. Alternative Theory | How else could this have happened? | Could the people have fallen in love just because they liked each other? Was Cupid even there? |
| 5. The Verdict | Based on the "How," is the story believable? | Students decide if Cupid is a "shady character" or a legitimate hero. |
Key "How" Prompts from the Lesson
In the slides for this lesson, Seale typically prompts teachers to ask:
"How is it possible for a baby to be an expert archer?" (Challenging the 'expert' status).
"How do we distinguish between Cupid's magic and a coincidence?" (Teaching evidence-based reasoning).
"How would you defend Cupid if he were accused of 'disturbing the peace' with his arrows?"
