Joseph A. Wickliffe
This unit is designed for ninth through twelfth grade students; however, the teacher would best determine the value. The unit will allow students to understand why juveniles commit crimes. It will enhance their knowledge to be able to reason as to the cause and effect of juvenile offenses. It will provide knowledge with regard to the juvenile justice system, how it works and the effect that it will have upon students once they break the law, as well as the larger consequences as they become adult members of this fast paced society.
My teaching methods will allow students to get involved:
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Students will watch movies about juveniles committing crimes,
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Students will discuss the impact of juvenile crimes as a group,
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Students will be allowed to ask questions, form opinions and ask to make decisions,
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Students will take trips to juvenile courts and adult courts,
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Students will listen to how a judge decides cases,
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Students will take pictures,
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Students will visit Juvenile Detention Centers,
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Students will read books on juvenile offenders,
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Students will have group debates,
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Topics on juvenile delinquents will be included in lesson plans.
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Students will work in groups to discuss, exchange ideas, give new information and find solutions to one delinquent’s problems every time they are grouped.
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Students will write essays on juvenile delinquency.
As a teacher, I intend to:
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Develop a curriculum that will relate to juvenile crime.
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Invite guest speakers who are professionals on juvenile matters, such as lawyers, judges, juvenile detention officers, police and others to share their experiences.
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Place posters on the wall that depict a juvenile, the offense committed, and how the juvenile faced consequences.
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Include a social studies lesson plan in the curriculum
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Form a Delinquency Club. It will function to assist students on a lower grade level to understand delinquent behavior.
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Facilitate visits by Grades 9-12 to the 5-8 Grade level, to explain delinquency and its consequences.
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Ask students to give a monthly summary of what they have accomplished.
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Publish articles on juvenile delinquency in the school newspaper that will elaborate on how and why juveniles can avoid delinquent behavior.
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Ask that police officers, juvenile detention officers, and juvenile court to keep us informed of new events that may be supportive to students.
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Require that students observe the types of crimes being committed in their neighborhood. Students will inform the class of those crimes and the class will discuss them and offer ideas as to why crime does not pay.
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Observe classes, groups, debates, and discussions, offering advice as needed.
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Form a debate team for students to discuss the pros and cons of juvenile delinquency.
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Engage students in a work force in the court detention center on a part-time basis.
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Plan a juvenile court proceeding. Students will participate as judge, juvenile delinquents, lawyers, detention officer, police officer, and decide cases by themselves. In class, students will write a reaction paper and define the role he/she played.
I will expect students to:
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Understand their rights under the law.
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Know how important those rights are.
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Appreciate how important the lawyers, police officers, judges and detention officers are.
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Understand the juvenile court proceedings and how it affects their lives.
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Learn that knowledge is important.
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Improve their writing skills.
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Know how to stay away from juvenile crimes/adult crimes and to understand the consequences.
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Understand the various forms of juvenile laws and terminology.
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Be able to think better and more responsibly.
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