Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • What is the purpose of the prison system?
  • Compare what happens to youth and adults who commit crimes.

• INTRODUCTION

  Play the following introductory video clip in which bestselling author and journalist Jeff Hobbs talks about the three specific juvenile justice programs he decided to focus on for his book, Children of the State. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Three Locations (2:37).

  • Based on the clip, which three juvenile justice systems will be a focus in this lesson?
  • What is “important to know” about juvenile justice systems?
  • Why did Jeff Hobbs select the three facilities? How do they compare?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following four video clips that provide background information on the historical and contemporary American juvenile justice systems. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Courage and Warnings (4:09).

  • Why did it take “courage” for the young people to agree to participate in the study?
  • According to Jeff Hobbs, what has every single kid in the juvenile justice system experienced?
  • What “warnings” did Hobbs receive? How do the teachers in the juvenile justice system define success?

• Clip #3: Appropriate Language (1:41).

  • According to Jeff Hobbs, how strict is the ‘language’ and terminology within the juvenile justice system?
  • What did Hobbs call the young people?
  • What terms did the “kids” use to describe their experiences, and how do these terms compare to what the administrators use?

• Clip #4: History of the Juvenile Justice System (2:52).

  • What two notable “periods” have existed in the American juvenile justice system?
  • According to Jeff Hobbs, what was the most ‘pertinent’ takeaway?
  • Where is the “pendulum swing” today, and why does this cause anxiety for Hobbs?

• Clip #5: Recidivism (3:03).

  • Based on the clip, how many minors have been arrested each year over the past decade?
  • What is the “recidivism rate,” and what are Jeff Hobbs’ takeaways from this statistic?
  • According to Hobbs, what impact does the ‘psychology of locks’ have on kids?

• CHOICE CASE STUDIES ACTIVITY

  After they have finished sharing their findings from the background portion of the lesson, have your students review the directions for the engagement activity.

  Direct your students to choose one of the following three examples of the modern American juvenile justice system.

  Remind your students to view the selected video clip and record their notes and answers to the questions in their graphic organizers.

  Then, have your students prepare to share their findings with their classmates, and make sure that they record the information from their peers’ sections as well. This share-out portion of the lesson could be completed via a jigsaw activity.

• OPTION #1 - Clip #6: Wilmington, DE (12:20).

  • Summarize what you see and hear in the YouTube clip of the Ferris School.
  • According to Jeff Hobbs, what is the purpose of the facility and how long do kids stay there?
  • By what was Hobbs “moved” during his time at the facility? What “friction” is present?
  • What is a “typical day” like at Ferris? How much contact do the kids have with the “outside world” while at Ferris? Why?
  • Who is Josiah Wright and what is his “story?” What is the “most important thing to say” about him?
  • What “juncture” did Josiah face, and how did it turn out? What is the “great conflict” of the juvenile justice system?

• OPTION #2 - Clip #7: San Francisco, CA (9:23).

  • What “parallel” story was occurring at Woodside Learning Center? How is Woodside “archaic” and “eerie?”
  • Why did Jeff Hobbs choose to focus on the educators instead of the kids at this facility?
  • Based on the clip, what impact did the continual transition of the kids have on the educational environment at Woodside?
  • What is the school’s “philosophy,” and what impact can this have?
  • Who was “Mama Rose,” and what role did she serve?
  • According to Hobbs, why is Woodside still open? Where does the system get “messy?”

• OPTION #3 - Clip #8: New York, NY (8:05).

  • Summarize what you see and hear in the CBS News clip excerpt.
  • According to Jeff Hobbs, how does the Exalt program work?
  • Who is Ian Alvaro, and why was his story “powerful?”
  • Why was Ian’s time in Exalt “challenging,” and how does this relate to the quote shown in the clip?
  • Based on the clip, where is Ian today and what is he doing?
  • What’s “clear” about Ian’s experience in Exalt?

• REFLECTION

  After students share their findings from the lesson, direct them to the reflection section of their graphic organizers. Instruct your students to view the following video clip in which Hobbs talks about key takeaways from his book and his messages for those involved in the system. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #9: Takeaways and Messages (4:10).

  • What does Jeff Hobbs want his readers to take away from the stories in his book?
  • What is “easy” to do, according to Hobbs? Summarize the alternative view he presents.
  • Summarize the message Hobbs has for policy-makers and other juvenile justice system leaders.

• CLOSURE

  After your students are finished with the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Assess the role of the modern U.S. juvenile justice system. Be sure to include evidence from the video clips in the lesson to support your response.