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Huafeng Xie - Juvenile Justice Slidedeck - 8309540（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/rehabilitation – 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 below: 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 boyfriend 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 stabbing 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 been 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 beat 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/865657300/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- Dobbs, “Beautiful Brains” Whose brains 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- Dobbs, “Beautiful Brains” What does Dobbs’ 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- Dobbs, “Beautiful Brains” What changes take place in human brains? 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 Dobbs, what purpose do the changes in the teenage brain 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- Dobbs, “Beautiful Brains” What does the brain research tell us about why juveniles may commit crimes? What does it mean for deciding how to punish them? Does Dobb’s description of what happens to the teenage brain 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 brief 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 bragging traumatic justice enlightened victim repeat 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