Huafeng Xie - Juvenile Justice Slidedeck XXXXXXXXXX（副本）
Juvenile Justice
The module is designed to explore the ways in which scientific evidence, personal
observations, and experience contribute to strongly held points of view on the legal
issue of how society should respond to juveniles who commit serious crimes. As
you read different genres, you will explore differing viewpoints on the issue before
writing an open letter in which you argue for you own position.
Questions at
Issue
The following are the
questions at issue in the
module:
● How should juveniles who commit serious
crimes be treated in the criminal justice
system? When, if ever, should they be
punished as adults if they have committed
“adult” crimes?
● What evidence is there that juveniles can
mature and return to productive life after
committing a serious crime?
● To what extent should the desires of victims
and the families of victims be taken into
consideration in charging and sentencing
juveniles who have committed crimes
against them?
● Are juveniles of color equitably treated in
the juvenile justice system, in other words,
in the same way as white juveniles who
commit the same crime?
Understanding
Key Vocabulary
Terms that will be used in the
following video:
● To intend/intentional/intentionally – to do something on
purpose
● Homicide – killing someone, either intentionally or
unintentionally. Includes accidents and muder.
● Competent – able to understand right from wrong
● To charge/to be charged/charge – to make an official
statement that someone may be guilty of a crime
● To try/to be tried/trial – to examine and judge someone in a
legal case in a court of law
● Prosecutor – lawyer who argues that someone is guilty of a
crime
● Defense attorney – lawyer that argues that someone is
innocent of a crime
● To rehabilitate/to be rehabilitated
ehabilitation – to help
someone become healthy and productive again
● To incarcerate/to be incarcerated/incarceration – to lock
someone up in jail, prison, or a juvenile facility
● To sentence/to be sentenced/sentence – to specify someone’s
punishment
Activity 2: Getting Ready to Read- The Lionel Tate
Video
Should Lionel Tate be found guilty of murder? Record the arguments made in the video
elow:
Not Guilty Verdict Guilty Verdict
“‘Wrestling Defense’ Murder Trial of 12-Year-Old Lionel Tate”
Quickwrite: Based on what you saw in the
video, do you think Lionel Tate should
have been sentenced to prison for life as an
adult? Explain why or why not.
http:
www.youtube.com/watch?v=1VZRmKdAa8I.
Activity 2D: Exploring Key Concepts- Teenage
Crime Scenarios
Scenario 1:
A 16-year old girl stole a Chevy Tahoe from
her parents’ home. She later told officers
she had been on her way to meet a
17-year-old friend and was planning on
“purchasing drugs, taking the drugs, and
then crashing her mother’s car with her
oyfriend inside” with the intent to kill
herself and him. She was fleeing from an
officer who tried to pull her over when she
slammed into the back of another car. She
was going almost 100 mph and killed the
two occupants of the other vehicle.
Should this girl be charged as an adult? If
you were the prosecutor what would you
say?
Scenario 2:
The two 13-year-old girls are accused of
sta
ing a classmate with the intent of
murdering her. According to the
prosecutor, the girls planned the deed as a
tribute to the fictional Slender Man, a
paranormal creature who has supposedly
een in existence for centuries. The girls
found Slender Man on a Web site and
decided to kill their friend to show
devotion to the figure. Despite multiple
stab wounds, the victim managed to crawl
out of the woods where she had been
abandoned. She was taken to a hospital
and survived.
Was this crime an intentional murder (a
homicide)? Should the two girls be
charged as adults?
Scenario 3:
A 10-year-old boy got angry with a
90-year-old woman who shared the home
where he lived with his grandfather. He
eat her and choked her with a cane. She
died later that day.
Should this boy be incarcerated with
adults or with juveniles? If you were the
defense attorney what would you say?
Could rehabilitation work?
http:
www.deseretnews.com/article/ XXXXXXXXXX/Teen-charged-as-adult-with-murdering-2-in-suicidal-crash.html?pg=all
Activity 4: Exploring Key Concepts
Who is a juvenile? What are some synonyms for “juvenile”?
What are the differences between an adult and a juvenile? Brainstorm a list of qualities that characterize juveniles but not adults.
If you or your family have come to the U.S. from a different country, when do you become an adult in your home culture? How do you
know?
Activity 4: Exploring Key Concepts, continued
What is illegal for young people but legal for adults in other cultures?
When young people commit serious crimes in other countries, what happens do them? Is it the same as what happens to adults or
different?
Activity 6: Surveying the Text; Making Predictions
and Asking questions
Text 1 – Holloway, “Should 11-Year Olds Be Charged with Adult Crimes?”
What do you think is the purpose of this text? What enabled you to predict this?
Who do you think is the intended audience for this piece? How do you know?
Whos is Philip Holloway? How knowledgeable do you expect he will be on this topic? How do you know?
When you are done surveying the text, respond to the following questions:
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 10: Annotation and Questioning the Text
Text 1 – Holloway, “Should 11-Year Olds Be Charged with Adult Crimes?”
As you reread “Should 11-Year Olds Be Charged with Adult Crimes?” by Philip Holloway, make marginal notations.
1. In the left margin, label what the author is saying as follows:
● The introduction
● The issue or problem the author is writing about
● The author’s main arguments
● The author’s examples
● The author’s conclusion
2. In the right margin, write your reactions to what the author is saying. You can ask questions, express surprise, disagree,
elaborate, and note any moments of confusion.
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 12: Examining the Structure of the Text
Text 1 – Holloway, “Should 11-Year Olds Be Charged with Adult Crimes?”
Map the organization of “Should 11-Year-Olds Be Charged with Adult Crimes?” by taking the following steps:
1. Draw a line across the page where the introduction ends. Is it after the first paragraph, or are there several introductory
paragraphs? Is it in the middle of a paragraph? How do you know that the text has moved on from the introduction?
2. Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding
paragraphs? How do you know that the text has reached the conclusion?
3. Now draw lines between the other parts of the text. Look for shifts where the writer moves from making one part of his
argument to making another. Discuss in your group and come to an agreement about where the lines belong. Number
each chunk of the text.
4. Below, describe the overall content and purpose of the text.
**Update your chart when you’ve finished Activity 12.**
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 14: Exploring Key Concepts
Quickwrite: What traits (kinds of behavior) characterize teens? Could these traits be useful as teens prepare to leave home
and enter the adult world?
Now, we’ll watch “The Teenage Brain Explained” Take notes as we go...
https:
youtu.be/hiduiTq1ei8
Activity 15: Surveying the Text
Text 2- Do
s, “Beautiful Brains”
Whose
ains are we talking about? Why are they beautiful?
What does it mean to view behavior “through the eyes of evolution?”
How does the writer say teenagers behave? Use different adjectives (paraphrase).
Read the title and subheading of “Beautiful Brains.” Then read the sentences that begin with words in bold. Respond to the following
questions:
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 15: Surveying the Text, continued
Text 2- Do
s, “Beautiful Brains”
What does Do
s’ claim are teens’ most exasperating traits (behaviors)? (Look back at the sentences you previewed to answer).
Why does he say that these traits may be the key to success as adults?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 17: Thinking Critically
Text 2- Do
s, “Beautiful Brains”
What changes take place in human
ains? What behaviors do these changes cause?
Why should parents be hopeful about their teenager’s behavior? What can they do for their teens?
According to Do
s, what purpose do the changes in the teenage
ain serve? Why are they “adative” (useful for humans as species)?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 17: Thinking Critically, continued
Text 2- Do
s, “Beautiful Brains”
What does the
ain research tell us about why juveniles may commit crimes? What does it mean for deciding how to punish them?
Does Do
’s description of what happens to the teenage
ain and why it is both positive and negative make sense to you? What
objections or questions do you have?
**Update your chart once you've finished Activity 17.**
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 20: Annotating and Questioning the Text
Text 3 – Jenkins, "On Punishment and Teen Killers"
Quickwrite: What is your reaction to Jenkins’ argument? Draw on your personal experiences as well as what you have
learned so far during this module. What have you observed about teenagers and how do they behave? Do you know any of
cases of juveniles who have been involved in either the adult or juveniles justice systems?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 12D: Analyzing Stylistic Choices
The choices writers make when they choose words create certain effects for their readers. In your group, write a
ief definition or synonym next to these
words from Jenkins’ “On Punishment and Teen Killers.” If your group isn’t certain of the meaning of a word, look it up using an online dictionary. Put a plus
(+) next to the words and phrases that have a positive connotation (emotional effect) and a minus (–) next to the words and phrases that have a negative
connotation. Then collaborate to write an answer to the question. The first one is done for you.
culpability deserving blame; guilt –
lovingly
violence-loving culture
alarming
intelligent
agging
traumatic
justice
enlightened
victim
epeat violent offenders
propaganda
nobility
misleading
Activity 12D: Analyzing Stylistic Choices
Rhetorical purpose: With your group, discuss why Jenkins uses so many words with strong emotional impact. How
does her use of them affect you as a reader? Is she completely fair and objective, or is she trying to appeal to your
emotions? Why?
Activity 21: Examining the Structure of the Text
Text 3 – Jenkins, "On Punishment and Teen Killers"
Map the organization of “On Punishment and Teen Killers” by taking the following steps:
1. Draw a line across the page where the introduction ends. Is it after the first paragraph, or are there several introductory paragraphs?
Is it in the middle of a paragraph? How do you know that the text has moved on from the introduction?
2. Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding paragraphs? How
do you know that the text has reached the conclusion?
3. Now draw lines between the other parts of the text. Look for shifts where Jenkins moves from making one part of her argument to
making another. Number each chunk of the text.
4. Now, describe the overall content and purpose of the text.
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 22: Considering the Rhetorical Situation
Text 3 – Jenkins, "On Punishment and Teen Killers"
Who is the letter written to? Where was it published? Look up JJIE online to find out more about this site.
How effective is the evidence that she offers?
What rhetorical strategies does she use to persuade us?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 22: Considering the Rhetorical Situation, continued
Text 3 – Jenkins, "On Punishment and Teen Killers"
Quickwrite: What have you learned from analyzing the structure and rhetorical strategies that Jenkins uses that will help
you write your own open letter? How is an open letter different from an academic essay?
**Update your chart once you've finished Activity 22.**
Jenkins concludes by saying “Restorative Justice offers us a way out.” Look up restorative justice online. How effective is this
conclusion to her argument?
What do you notice about the style of the letter?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 23: Making Predictions and Asking
Questions
Text 4 – Juvenile InJustice: Charging Youth as Adults is Ineffective, Biased, and Harmful - Executive Summary
Quickwrite: Look at the picture and title. What argument are the writers making? What is your opinion about their
argument?
Now read the headings and subheadings in the Executive Summary. Then, we’ll discuss the following questions:
● What do you predict about the report now that you have read who contributed to its content?
● What does the quotation from Malachi suggest about what the text will be about?
● What are some of the points that it will make about the juvenile justice system?
● What does the section marked References tell you about the text you are going to read?
● How is this report going to be different from the other texts you have read?
https:
drive.google.com/file/d/1hMoanvdy2mNeWRkHBtJ9qckT5XDFXP1Z/view?usp=sharing
Activity 25: Considering the Rhetorical Situation
Why did the writers include an Executive Summary? What will the effect be on the intended audience?
What kind of evidence did the writers provide? How did they let readers know