Juvenile Justice:
What Is It? What Can It Be?
An Inquiry into Justice
A Middle School Language Arts WebQuest
Justice?
Getting
Started
Part 1 The word “justice” sounds very grown-up.
History
What does it mean? How does it take
Statistics
shape? These are questions adults argue
Traditional
about. These are also questions that shape
Justice the legal and justice systems for both
Alternative adults and minors. Many of you will be
Justice affected by these questions, directly or
Part 2 indirectly. You must have the opportunity
Our Vision to explore the concept of justice and the
of Justice different forms it takes. As future
Applying policymakers, you must begin to develop
our Vision
an understanding of justice and how you
Evaluation
can help define it in your communities.
Teacher
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The WebQuest
Getting
Started
Part 1 We have been drafting a “working”
History
Statistics
definition of “justice” as we have
Traditional encountered different visions of
Justice
Alternative
juvenile justice systems in fiction. This
Justice WebQuest will help us explore the
Part 2
Our Vision
real-life sides of juvenile justice. It will
of Justice also help us negotiate our own
Applying
our Vision definition of justice and how we can
Evaluation implement it in our community.
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Process & Product
Getting
Started
Part 1 Explore the history of juvenile justice in the U.S.
History Investigate juvenile delinquency and justice
Statistics statistics of specific groups or populations
Traditional Analyze traditional court justice systems
Justice
Analyze alternative justice systems
Alternative
Justice Begin to conceptualize own vision of justice
Part 2 Examine and critique the school’s disciplinary
Our Vision policy in terms of our definition of justice
of Justice Negotiate and draft a Proposal for the revision of
Applying the school’s disciplinary policy
our Vision
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Getting
Started
Part 1
History
Statistics
Traditional
Justice Part 1
Alternative
Justice
Part 2
Our Vision
of Justice
Applying
our Vision
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Legal Speak – What is a
Getting “Juvenile”?
Started
Part 1 Visit the Office of Juvenile Justice
History
Statistics
and Delinquency Prevention
Traditional (OJJDP) website to find a legal
Justice
Alternative
definition of “juvenile”
Justice
Are there any states in which you
Part 2
Our Vision would NOT be classified a juvenile?
of Justice
Applying
our Vision
Evaluation
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History of Juvenile Justice in U.S.
Getting
Started
Part 1 Individually, read the online interactive
History timeline on the Justice Learning website
Statistics
(linked on the right side of the screen)
Traditional
Justice Read at least 2 linked articles on the
Alternative
Justice
timeline that are intriguing to you
Part 2 In your journal:
Our Vision Note which articles you read
of Justice
Applying Discuss interesting or surprising information
our Vision about juvenile justice that you learned from
Evaluation the timeline and/or articles
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The Statistics - Graphs
Getting
Started
Part 1 In groups of 2-3, visit the OJJDP website
History to explore at least 6 graphs of statistics
Statistics Note: use the Table of Contents on the left
Traditional side of the screen to choose categories
Justice
Alternative
For EACH graph:
Justice Describe what the graph shows (comparisons?
Part 2 trends?)
Our Vision Does the explanation accompanying the graph
of Justice clarify the data? How? Does this information
Applying match how you originally interpreted the
our Vision
graph?
Evaluation
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The Statistics - Journaling
Getting
Started
Part 1 Individually, in your journal, discuss:
History
Statistics
What caught your attention in the
Traditional graphs?
Justice
Is there a particular statistical group
Alternative
Justice (i.e. a particular age range, gender,
Part 2 ethnicity or race, or geographic location)
Our Vision
of Justice
that you are especially interested in
Applying exploring further to present to the
our Vision
class?
Evaluation
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The Statistics - Research
Getting
Started
Part 1 Based on the interest expressed in your journal,
History
you will become a member of a group
responsible for researching and presenting your
Statistics
group’s population
Traditional
Justice Use the listed websites to gather more statistics
Alternative on your population
Justice Frontline’s “Juvenile Justice”
Part 2 Children’s Defense Fund
Our Vision http://www.childrensdefense.org/education/juvenilejustic
of Justice e/factsheets/default.aspx
http://www.childrensdefense.org/education/juvenilejustic
Applying
e/otherorganizations.aspx
our Vision
http://www.childrensdefense.org/education/juvenilejustic
Evaluation e/otherarticles.aspx
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The Statistics – Group’s
Getting Responsibilities
Started
Part 1 Your group will be responsible for:
History Defining who members of your population include
Statistics (ex: white females under age 15)
Traditional Explaining why this population interests you
Justice
Sharing the most current data on arrests,
Alternative
Justice
conviction, sentencing (community service?
detention centers?)
Part 2
Our Vision
Analyzing and explaining what can be inferred from
of Justice the data (for example, if the data shows any trend
Applying Creating a poster of this information and presentin
our Vision it orally to the class
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The Statistics - Presentation
Getting
Started
Part 1 Each group will:
History
Statistics
Do a 5-10 minute presentation on
Traditional research findings
Justice
Create a poster that names the
Alternative
Justice population, graphically displays a
Part 2 sample of data (graphs, drawings, etc),
Our Vision
of Justice
and lists analytical findings
Applying
our Vision
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The Statistics – Reflection
Getting
Started
Part 1 Journaling:
History Based on your own research and the presentations
Statistics by your classmates, think about the populations
Traditional
presented in class. Think about the statistics as
Justice individuals. Do you fall into any of the categories
Alternative (ex: are you a white female under 15, to name
Justice one group)? What might it feel like to become one
Part 2 of the statistics on the website (in the sense that
Our Vision you committed an offense and were caught)?
of Justice What would it feel like to be a part of the
Applying traditional justice system like those individuals
our Vision who make up the statistics?
Evaluation
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Traditional Juvenile Justice System
Getting
Started
Part 1 Take the online virtual tour of a
History juvenile detention center (Arizona Foundation for Legal
Services and Education)
Statistics
Traditional
Justice
Individually, in your journal,
Alternative
describe:
Justice
Your impressions of this detention
Part 2
center based on the photographs
Our Vision
of Justice Your impression of this detention
Applying center based on the commentary of
our Vision
our guide, Jay
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Traditional Juvenile Justice System
Getting
Started
Part 1 For the next section of our
History investigation, half of the groups will
Statistics
research juvenile detention centers
Traditional
Justice and half will research traditional
Alternative
Justice
juvenile court systems. Members of
Part 2
the groups will be responsible for
Our Vision teaching their information to a
of Justice
partner from the other group through
Applying
our Vision the Jigsaw method. Please add your
Evaluation own questions to guide your inquiry.
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Traditional – Jigsaw Groups
Getting Websites to Guide Inquiry
Started
Part 1 Detention Centers Court System
National Criminal U.S. D.O.J. Justice
History
Statistics
Traditional
Justice Reference for Kids and Youth
Justice Service National Criminal
Alternative
Justice Juvenile Justice Justice Reference
Part 2 Center Service
OJJDP OJJDP
Our Vision
of Justice
Applying
our Vision
Evaluation
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Traditional – Jigsaw Groups
Getting Questions to Guide Inquiry
Started
Detention Centers Court System
Part 1
How many juvenile Describe the basic process
History
detention centers are in of the traditional court
Statistics the U.S.? Locally? system
Traditional How might you explain Are all offences given the
Justice the distribution or same penalty?
locations of these
Alternative centers? What is taken into account
Justice during disposition?
How many juveniles are
Part 2 currently confined?
Our Vision What offences are they
of Justice being confined for?
Applying
our Vision
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Traditional – Jigsaw Groups
Getting Peer-Evaluation
Started
Part 1 Each “jigsawed” partner pair will
History
Statistics
evaluate each other on the
Traditional thoroughness of research and
Justice
Alternative
presentation of information taught
Justice using the “Peer-Evaluation Rubric”
Part 2
Our Vision Using the same rubric, you will
of Justice
evaluate yourself in your role as
Applying
our Vision teacher to your partner
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“Working List” of Characteristics:
Getting Traditional Juvenile Justice
Started
Part 1 At this point, as a class, we will create a list of
History
the characteristics of the traditional juvenile
justice system based on our investigations.
Statistics
Traditional
Based on the list of characteristics from above,
Justice in your journal explore the guiding questions
Alternative (below) to organize your thoughts in preparation
Justice for a class discussion.
Part 2 Some Guiding Questions:
Our Vision What are the foundations or guiding principles of this
of Justice type of justice system?
Applying How does this system seem to define justice?
our Vision
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Alternative Juvenile Justice
Getting Systems
Started
Part 1 Explore the following websites
History
Statistics
Alternative Juvenile Justice Systems
Traditional Youth Court Youth
Justice
Department of Justice Sentencing Circles
Alternative
Justice Justice Circles
Part 2 National Criminal Justice Reference Service
Our Vision National Directory of Alternative Programs
of Justice
Applying
from National Center for Juvenile Justice
our Vision Classroom Justice Circle
Evaluation
Guide to Tribal Healing
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Alternative Juvenile Justice
Getting Systems
Started
Part 1 List common themes or ideas that you
History find among the alternative systems
Statistics
Traditional
In your journal, reflect on the
Justice commonalities among the alternatives
Alternative
Justice to traditional justice systems. How do
Part 2 the alternatives differ from each
Our Vision
of Justice
other?
Applying Note: you might find it helpful to use
our Vision graphic organizers, such as Venn
Evaluation Diagrams, for this
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“Working List” of Characteristics:
Getting Alternative Juvenile Justice
Started
Part 1 At this point, as a class, we will create a list of the
History
characteristics of the alternative juvenile justice
systems based on our investigations.
Statistics
Traditional
Based on the list of characteristics from above, in
Justice your journal explore the guiding questions (below)
Alternative to organize your thoughts in preparation for a
Justice class discussion.
Part 2 Some Guiding Questions:
Our Vision What are the foundations or guiding principles of these
of Justice types of justice systems?
Applying How do these systems seem to define justice?
our Vision
Evaluation
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Getting
Started
Part 1
History
Statistics
Traditional
Justice Part 2
Alternative
Justice
Part 2
Our Vision
of Justice
Applying
our Vision
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Summary – Where We’ve Been
Getting
Started
Part 1 By now, we have investigated
History traditional and alternative juvenile
Statistics
justice systems. We have researched
Traditional
Justice those who are most directly affected
Alternative
Justice
by the justice systems, the youth
Part 2
offenders. We have listed common
Our Vision characteristics of traditional and
of Justice
alternative justice. We have reflected
Applying
our Vision on the definitions of justice that each
Evaluation system is based upon.
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What’s Next?
Getting
Started
Part 1 Now we will begin to conceptualize
History
Statistics
our own vision of justice.
Traditional Collaboratively, we will define justice
Justice
Alternative
and list the essential foundations for
Justice our vision to be realized. As a class,
Part 2
Our Vision
we will negotiate a workable
of Justice definition of justice and a system that
Applying
our Vision reflects it.
Evaluation
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Where We’re Going
Getting
Started
Part 1 Using the same critical examination that we
History
have used in our explorations of traditional
Statistics
and alternative justice in a larger system,
Traditional
we will apply this critical eye to our school’s
Justice disciplinary system. Based on our findings,
Alternative we will consider whether the school’s
Justice system fits our criteria for justice. Given the
Part 2 idea that there is always room for
Our Vision improvement, we will prepare a Proposal of
of Justice Revision to be presented to the Student
Applying Council and the school’s administration. Our
our Vision
findings will indicate how much revision we
Evaluation
deem necessary.
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How We’ll Get There
Getting
Started
Part 1 You will each propose an essential feature
History of what you think justice must include to
Statistics
work toward a list of characteristics and a
Traditional
Justice collaborative definition
Alternative
Justice
When that is complete, we will use the
Part 2 Fish Bowl technique (“tag-teams” based
Our Vision on groups of 4-5) to discuss this list as a
of Justice
way to refine and integrate our ideas into
Applying
our Vision a cohesive definition
Evaluation
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How We’ll Get There
Getting
Started
Part 1 In your Fish Bowl groups, you will draft a
History
definition of justice and an annotated list
Statistics
of the guiding principles and essential
Traditional
features of justice to be shared with the
Justice other groups
Alternative After reading each group’s drafts, the
Justice class will list the common elements that
Part 2 appeared in most of the drafts. At this
Our Vision time, any additions to the class draft can
of Justice
be proposed and voted on.
Applying
our Vision We will ratify our class definition by
Evaluation signing a final copy.
Teacher
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How We’ll Get There
Getting
Started
Part 1 The class will read aloud a copy of
History the school’s disciplinary policy.
Statistics
Traditional
As a class, we will apply our
Justice definition of justice to the school’s
Alternative
Justice policy, noting where they
Part 2 complement and where they conflict
Our Vision
of Justice
with each other
Applying We will brainstorm a list of revisions
our Vision
Evaluation
based on our definition of justice
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The Proposal
Getting
Started
Part 1 You will nominate each other for
History
Statistics
roles in producing the proposal
Traditional (authors, scribes/publishers, revision
Justice
Alternative
specialists, editors, presenters)
Justice
You will sign the proposal before
Part 2
Our Vision submission.
of Justice
Applying
our Vision
Evaluation
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Proposal Roles
Getting
Started
Part 1 Authors write drafts of proposal.
History Scribes/Publishers are responsible for
Statistics typing and formatting the proposal based
Traditional on Barbara A. Lewis’ form
Justice
Revision Specialists will workshop with
Alternative
Justice
the authors to create a final draft
Part 2 Editors will check for spelling and
Our Vision
grammar and formatting problems
of Justice Presenters will make an appointment and
Applying present the proposal to the Student
our Vision
Council and/or the school’s administration
Evaluation
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EVALUATION
Getting
Started
Part 1 Break-Down of Evaluation
History
Statistics
Journaling
Traditional Graph Evaluations
Justice
Alternative
Group Research and Poster
Justice Presentation
Part 2
Our Vision
Jigsaw Presentations
of Justice
Collaborative Definition, Proposal
Applying
our Vision Composition, Proposal Presentation
Evaluation
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Evaluation - Journal
Getting
Started
Part 1 Journals will be self-evaluated &
History
Statistics
teacher-evaluated using the rubric
Traditional on the following slide
Justice
Alternative Each journal entry prompted in this
Justice
WebQuest is worth 5 points each (5
Part 2
Our Vision points x 6 entries x 2 evaluators =
of Justice
60 points possible)
Applying
our Vision
Evaluation
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Rubric - Journal
Getting
Started
Part 1 1 2 3 4 5
History little thoughtful little some thoughtful consistent
Statistics response, no thoughtful thoughtful response thoughtful
questions asked response, response and response
Traditional or answered, did basic and reflection, and
Justice not address questions, reflection, asks and reflection,
Alternative prompt attempts to raises answers raises and
Justice address questions, questions, answers
prompt addresses engages questions,
Part 2 prompt with engaged
Our Vision prompt with
of Justice prompt as
a
Applying “springboar
our Vision d” into
Evaluation thought
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Evaluation – Graph Evaluations
Getting
Started
Part 1 For each of the 6 graphs, 2 pts possible
History for description and 3 pts possible for
Statistics analysis (5 pts possible per graph)
Traditional
Justice
5 pts x 6 graphs = 30 points
Alternative Each person in the group will evaluate the
Justice group as a whole
Part 2
Our Vision
Each individual member’s evaluative score
of Justice will be averaged, then added to the
Applying teacher’s evaluative score (thus, 60 points
our Vision
possible)
Evaluation
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Rubric – Graph Evaluation
Getting
Started Description Analysis Group Teacher Total
Part 1 (2 pts) (3 pts) AVG Score
History 1 graph
Statistics
Traditional 2 graph
Justice
Alternative
3 graph
Justice
4 graph
Part 2
Our Vision 5 graph
of Justice
Applying 6 graph
our Vision
Evaluation ____/12 ___/18 ____/30 ____/30 ____/60
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Evaluation – Group Research and
Getting Poster Presentation
Started
Part 1 Research: self- and teacher-evaluation
History averaged (30 pts possible)
Statistics
Traditional
Poster: self- and teacher-evaluation
Justice averaged (20 pts) + peer-evaluations
Alternative
Justice
averaged (10 pts) (total 30 pts possible)
Part 2 Presentation: self- and teacher-evaluation
Our Vision averaged (15 pts) + peer-evaluations
of Justice
Applying
averaged (5 pts) (total 20 pts possible)
our Vision
Evaluation
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Rubric - Group Research and
Getting Poster Presentation
Started
Considerations Self & Teacher Peer
Part 1
History Research Process ____/30 N/A
Statistics
Traditional Information
Justice collection
Alternative Poster Information ___/20 ___/10
Justice
Part 2
Creativity
Our Vision Professional/nea
of Justice
t
Applying
Presentation Full ___/15 ___/5
our Vision
participation
Evaluation
Organized &
Teacher Thorough
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Evaluation – Jigsaw Presentations
Getting
Started
Part 1 Self- and Peer-evaluations averaged
History
Statistics
(16 total pts possible)
Traditional Research: thoroughness, accuracy,
Justice
Alternative information (8 pts possible)
Justice
Part 2
Teaching: thoroughness,
Our Vision organization, presentation (8 pts
of Justice
Applying
possible)
our Vision
Evaluation
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Rubric – Jigsaw Presentations
Getting
Started
Self-Eval Peer-Eval Avg
Part 1
History Research Thoroughn ___/8 ___/8 ___/8
ess
Statistics
Accuracy
Traditional
Justice
Alternative Information
Justice
Part 2 Teaching Thoroughn ___/8 ___/8 ___/8
ess
Our Vision
of Justice Organizatio
Applying n
our Vision Appropriate
Evaluation presentatio
n
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Evaluation – Part 1 Put Together
Getting
Started
Part 1 Journal ____/60
History
Statistics Graph Evaluations ____/60
Traditional
Justice
Group Project & ____/80
Alternative
Justice Presentation
Part 2
Jigsaw ____/16
Our Vision
of Justice
Applying Teacher’s Discretion ____/14
our Vision (14)
Evaluation
Teacher
TOTAL ____/230
Pages
Evaluation – Part 2: Collaborative
Definition, Proposal Composition,
Getting
Started
Part 1
Proposal Presentation
History Participation: in the form of:
Statistics
discussion and roles, authoring of
Traditional
Justice proposal, work-shopping for
Alternative
Justice
revision, editing, publishing,
Part 2 presenting
Our Vision
of Justice Engagement & Reflection: as
Applying
our Vision
exhibited in: discussion, negotiation,
Evaluation displayed commitment, journaling
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Evaluation - Collaborative
Definition, Proposal Composition,
Getting
Started
Part 1
Proposal Presentation
History Because collaboration is necessary to
Statistics
Traditional
effect change, it is imperative that
Justice we, as a group of citizens, act as an
Alternative
Justice invested and united whole. Thus,
Part 2 each member of the class will earn
Our Vision
of Justice the same grade, which will be
Applying
our Vision
decided through a group evaluation
Evaluation and discussion.
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Evaluation - Collaborative
Definition, Proposal Composition,
Getting
Started
Part 1
Proposal Presentation
History
Statistics comments
Traditional
Justice Participation: Did everyone contribute in some
essential way?
Alternative
Justice
Part 2 Engagement: Was the class engaged and invested
Our Vision in the proposal?
of Justice
Applying
our Vision Reflection: Did our interactions with the task and
each other show reflection?
Evaluation
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Getting
Started
Part 1 Objectives:
History
Statistics
Students will be able to describe the
Traditional processes of traditional and alternative
Justice juvenile justice systems.
Alternative
Justice Students will be able to juxtapose the
Part 2 principles of traditional and alternative
Our Vision
of Justice
juvenile justice systems.
Applying Students will write and present a
our Vision
Evaluation
proposal
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Getting
Started
Virginia SOLs
Part 1 8.2 The student will develop and deliver oral presentations in groups
and individually.
History
Choose vocabulary and tone appropriate to the audience, topic, and purpose.
Statistics Use appropriate verbal and nonverbal presentation skills.
Respond to audience questions and comments.
Traditional Use grammatically correct language.
Justice Critique oral presentations.
8.6 The student will read, comprehend, and analyze a variety of
Alternative informational sources.
Justice Draw on background knowledge and knowledge of text structure to
understand selections.
Part 2 Analyze the author’s credentials, viewpoint, and impact.
Analyze the author’s use of text structure and word choice.
Our Vision
Analyze details for relevance and accuracy.
of Justice Read and follow instructions to complete an assigned task.
Applying Summarize and critique text.
Evaluate and synthesize information to apply in written and oral
our Vision presentations.
Evaluation Draw conclusions based on explicit and implied information.
Make inferences based on explicit and implied information.
Teacher
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Getting
Started
Content: Language Arts
Part 1 Grade: 8th Grade
History Duration: This WebQuest will last approximately seventeen 50
minute class periods.
Statistics
Context: This WebQuest concludes a thematic unit on juvenile
Traditional justice, after students have read Ben Mikaelsen’s Touching Spirit
Justice Bear and Walter Dean Myers’ Monster. Louis Sacher’s Holes is an
optional additional text. The thematic unit centers around the
Alternative examination of the different forms justice takes in the judicial
Justice system as applied to juvenile offenders. Throughout the unit,
students maintain a “working” (continually revised) definition of
Part 2 justice. The texts mentioned above juxtapose the traditional
Our Vision juvenile justice system and alternatives, complicating the often
of Justice purely “legal” definitions of justice within the system. This
WebQuest bridges the world of fiction to the real world, allowing
Applying students to conceptualize a definition of justice that can be
our Vision applied to their own justice systems such as exist in classrooms
and schools.
Evaluation
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Getting
Started
Part 1
Resources:
at least 1 computer per every 2-3 students with internet
History connection
Statistics Only the first of the online activities is completed
individually, however, students could trade off computers
Traditional for this short activity.
Justice This number accommodates the smallest group size,
Alternative allowing one computer for each group
Justice Copy of Barbara A. Lewis’ The Kid’s Guide to Social
Part 2
Action (p. 62, 189)
provides examples and a sample form for a proposal
Our Vision Lewis, B. A. (1998) The Kid’s Guide to Social Action. (p.
of Justice 62, 189). Minneapolis: Free Spirit Publishing.
Applying student journals
our Vision Reflective journaling is an important aspect of this project
as a way for students to engage with new and old
Evaluation information and concepts.
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