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JUVENILE JUSTICE

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					     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
Pages
                    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.
Teacher
Pages
                    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
Evaluation
Teacher
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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
Evaluation
Teacher
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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
Teacher
Pages
      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
Teacher
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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
Teacher
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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
Teacher
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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
Teacher
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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
Evaluation
Teacher
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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
Evaluation
Teacher
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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
Teacher
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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
Evaluation
Teacher
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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.
Teacher
Pages
              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
Teacher
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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
Evaluation
Teacher
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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
Evaluation
Teacher
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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
Evaluation
Teacher
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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
Teacher
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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
Teacher
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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
Teacher
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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
Evaluation
Teacher
Pages
    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.
Teacher
Pages
                    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
Teacher
Pages
                 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.
Teacher
Pages
                  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
Teacher
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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
Pages
                  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
Teacher
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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
Teacher
Pages
                      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
Teacher
Pages
                  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
Teacher
Pages
                       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
Teacher
Pages
    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
Teacher
Pages
              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
Teacher
Pages
     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
Teacher
Pages
              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
Pages
    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
Teacher
Pages
      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
Teacher
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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
Teacher
Pages
          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.
Teacher
Pages
          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
Teacher
Pages
                        Teacher Pages
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
Teacher
Pages
                              Teacher Pages
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
Pages
                         Teacher Pages
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
Teacher
Pages
                           Teacher Pages
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.
Teacher
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posted:11/11/2011
language:English
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