Case Steps - Juvenile Justice - Lecture Notes, Study notes for Justice. Bengal Engineering & Science University

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Description: These are the important key points of lecture notes of Juvenile Justice are: Case Steps, Juvenile Justice System, Allocates to Juveniles, Potential Consequences, Decisions Regarding Potential Juvenile, Arrested, Knowledge Objectives, Skills Objectives, Attitude Objectives, Information Gleaned
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JUVENILE JUSTICE SYSTEM MODEL LESSON PLAN
I. GOALS: Studying the juvenile justice system helps students:
A. Recognize the rights and the responsibilities that the
justice system allocates to juveniles.
B. Think of potential consequences to actions they may
chose to participate in.
C. Make better decisions regarding potential juvenile
infractions.
D. Understand the structures that could control the
disposition of their case if they were arrested as a
juvenile.
II. OBJECTIVES:
A. Knowledge Objectives - As a result of this class,
students will be better able to:
1. define the general steps in the disposition of a
juvenile case.
2. define certain individuals who are involved at
different points in the case and what they
determine.
B. Skills Objectives - As a result of this class, students
will be better able to:
1. comprehend and participate in court
procedures.
3. document information gleaned from basic legal
documents.
C. Attitude Objectives - Students will be better able to
feel:
1. that the legal system is structured to promote
fairness.
2. that punishment is designed to address the failure
of an individual to execute their responsibilities.
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III. CLASSROOM METHODS
A. Preparation:
a. Student: This lesson requires no
background reading, but the students may
absorb more information if they have
previously read the Street Law chapters on
Criminal Law and on Juvenile Justice. On
the other hand, some confusion and
frustration may be helpful for the students
to understand the actual experience of a
juvenile involved with the system.
b. Teacher: This lesson requires significant
preparation to pull it off smoothly. There
are five different ‘characters’; each
character has an introductory biography
and five progressive stations. Depending
on whether you want the students to work
alone or in partners, this amounts to a
significant number of papers to arrange
ahead of time.
i. There are five ‘characters’. Print off
as many copies as necessary so that
each student (or each pair) has one set
of papers.
ii. Put the papers in envelopes, labeled
with the offender number, and sort
them between the stations.
iii. In class, have the stations labeled with
signs.
iv. Have enough copies of the worksheet
for each student.
B. Introduction (in class):
a. Explain that we are going to complete an
exercise that will help the students
understand the processes and procedures
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