Driving Question: In our democracy, should juvenile offenders be tried as adults?
When it comes to serious crimes committed by juveniles, does age alone makes a person an adult, or do other qualities give a person that designation? The US Supreme Court has ruled that "kids are different," but thousands of juveniles are still being tried as adults. They're often confined with adult prisoners—even when their crimes are not serious or violent.
In this project, you will examine the various issues at play in juvenile crime and analyze different perspectives on whether juveniles should be tried as adults. You will write a persuasive piece on an issue related to this topic and make recommendations on best practices for juvenile justice in LA County.
We will discuss and decide deliverable options in class.
Project due dates
Juvenile Justice Socratic Seminar: Wednesday, November 8 - Thursday, November 9
Bring a mentor text of your persuasive piece type to class: Monday, November 13- Tuesday, November 14
Group research outline due: Wednesday, November 15-Thursday, November 16
Outline of individual persuasive piece due for feedback: Friday, November 17
Rough draft of individual persuasive due for feedback: Monday, November 27- Tuesday, November 28
Final draft of individual persuasive piece due to GC and Turnitin/Class presentations of work: Monday, December 4 - Tuesday, December 5
The link between juvenile justice and drug crime. Juvenile crime that is related to drug use has a chronic effect on violent crimes, poor family relationships, ill health, cognitive problems and poor attainment in education. What trends do we see in LA County?
The link between juvenile justice and mental health. According to to surveys of youth prisons, two-thirds of the nation’s juvenile inmates have at least one mental illness, and many are more in need of therapy than punishment. What connections do we see between juvenile incarceration and various mental disorders? What policies have proven effective?
The teenage brain and juvenile crime. According to research, neurological changes in teens may be responsible for violent, impulsive behavior: even the Supreme Court has ruled that “the regions of the adolescent brain responsible for controlling thoughts, action and emotions are not fully developed.” Does this provide enough basis for the claim that juveniles should not be tried as adults?
The school-to-prison pipeline. In what ways do traditional school disciplinary systems in LA County mirror that of the criminal justice system? What effects has this had on juvenile incarceration rates?
Juvenile detention facilities. Do facilities in LA County actually meet the needs of the juveniles? Do they provide education and courses for self-improvement and formal education? Remember that some juveniles actually do better in these centers than they do in school.
Racial disparities in the juvenile justice system. What are the racial disparities when it comes to trying juvenile offenders? Juvenile offenders of which races are more likely to be tried as adults in LA County? What should be done to address this?
The juvenile justice system in comparison to the adult justice system. What similarities and differences are there between the juvenile and adult justice systems in LA County? If a juvenile is going to be tried as an adult, what are some of the consequences (i.e. harsher punishments, differences in treatment, etc.)?
The state of the current juvenile justice system. What works in LA County's juvenile justice system? What does not work? What evidence can you find of what works beyond hearsay (what people “say”, rumors)? Is there a gap in research that should be addressed?
The juvenile justice system of the future. In what ways can the juvenile justice system in LA County make changes? How can the changes be supported in society? Can we learn anything from the way that other countries respond to juvenile justice?
Rehabilitation (Treatment) or Retribution (Punishment)? Discuss the merits of both approaches to juvenile justice in LA County, citing different centers that use one or both approaches. Then, decide which is more effective. Find evidence to support your claim.
Free choice (kind of). Is there a topic that you and your partners are interested in researching further? Check with me for approval.
Essential Skills/Habits of Mind assessed in this project:
ES 2: Writing - Evidence (Persuasive Piece): I can draw evidence from literary and or informational texts to support analysis, reflection, and research. I can properly cite diverse sources when I use other's research or ideas.
ES 3: Writing - Voice and Commentary (Persuasive Piece): My commentary includes original interpretations of the evidence presented. My voice reveals a deep commitment to the piece, and I interact with and engage my reader. My tone adds flavor and texture to my piece.
ES 6: Speaking and Listening (Socratic Seminar): I can articulate and synthesize ideas using active and constructive communication skills, including voice projection, intonation and active listening. I come prepared and am an active participant in the classroom and regularly contribute my ideas.
Habit of Accountability: I have consistently met deadlines, followed directions and been a productive member of my class.
21st Century Skill - Collaboration (Group work): The habit of working effectively with others, acknowledging the personal strengths and weaknesses of yourself and others, and providing appropriate support.
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