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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LESSON PLAN

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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that are involved in the juvenile justice system.

b. Ask the students their ages and clarify that the juvenile justice system only has authority over individuals under 18. Also clarify that, though most infractions committed by individuals under the age of 18 will be processed through the juvenile system, not all are (some serious offenses are transferred to adult court). Lastly, clarify that, though the juvenile and the adult system are similar, there are differences.

c. Show Juvenile Justice powerpoint or briefly explain the unique characteristics of the juvenile justice system.

C. Activity: a. ***The activity can either be completed by

individual students or in pairs. It is slightly more complicated in pairs, but it is also useful if there are students with learning challenges to have another student assisting them. If you choose to use pairs, establish some way to arrange pairs.

b. Explain that the exercise involves proceeding through the stages of the juvenile justice system. Students will receive a paper that describes a hypothetical student, and a worksheet. They will start at the first station, indicated on the first sheet. Each station will have the next ‘chapter’ in their story and will direct them where to go next. Tell them they need to use the information at the stations to fill out the worksheet.

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c. Hand out hypotheticals and worksheets. d. As students proceed through the stages, be

available to answer questions. IV.EVALUATION

A. If there is time, either at the end of the first class period, or at the beginning of the next, ask students:

a. How did it feel? b. Did it seem confusing or straight forward? c. Can you imagine actually proceeding through the process in reality? d. ***If you debrief the next class period, ask some of the students to share from their papers.***

B. Have students turn in the worksheets; grade them for understanding as well as insight.

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Offender #1 You are a straight-A student at Roosevelt High School. You have a good family, participate in student government and play on the soccer team. You and a couple friends went into Bartell Drugs at lunch. While you weren’t paying attention, one of your friends stuck some merchandise in your backpack. When store security stopped you at the door, they found the items in your backpack and detained you. Proceed to Station #1 to find out what the security decides to do.

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Offender #1 / Station #1 Taken into Custody - To arrest a juvenile, the police must have probable cause to believe the juvenile has committed an offense or have a valid arrest warrant. The police come and decide to arrest you. You suspect that it’s just because a lot of people steal from this store, but you are worried because you are currently applying for college and college scholarships. Also, your parents are really into discipline; you know they won’t let you get off easy, even if you didn’t intend to do anything wrong. Go to Station #2.

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Offender #1 / Station #2 Juvenile Court Intake – The intake process consists of an informal process by which court officials or social workers decide if a complaint against a juvenile should be referred to juvenile court. They usually make this decision after interviewing the youth and considering the seriousness of the offense, the past record of the accused, his or her family situation and other factors. The intake worker decides that, based on your lack of juvenile record, you can be released to the custody of your parents. You call your parents who come down to the police station. The police release you into their custody, although you think you may have preferred to stay at the police station. Go to Station #3.

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Offender #1 / Station #3 Prosecuting Attorney - After placing a juvenile under arrest, the police file a report with the Prosecuting Attorney's Office. The Prosecuting Attorney is a lawyer who works for the County and represents the community. The Prosecuting Attorney screens the report for legal sufficiency and decides which offense, if any, should be charged. If the case is legally sufficient and the Prosecuting Attorney determines that charges should be filed, they may "divert" the case, or file an information with the juvenile court. The prosecutor decided to divert your case, citing the minimal value of the items stolen and the fact that you don’t have a record. Diversions are not supposed to appear on your record, although the arrest will come up if anyone performs a criminal background check. Diversions are preferable to other outcomes, but they don’t eliminate all the consequences of your actions. You also have to complete the diversion requirements. Go to Station #4.

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Offender #1 / Station #4 Diversion - If the prosecutor diverts the case, the juvenile does not go to court. Instead, the juvenile meets with a diversion worker or with an "accountability board." The board is a group of people from the local area. Board members are unpaid volunteers. The worker or board discuss the offense with the juvenile and decide on a reasonable consequence. That consequence is then incorporated into a "Diversion Agreement". A diversion agreement may include any of the following: volunteer (unpaid) work; counseling; paying a fine; and paying "restitution." Restitution is money paid to the victim for damages they suffered as a result of an offense. It can also be the cost of paying for doctor bills if the juvenile hurt a person. The juvenile must agree to the decision of the worker or board by signing the diversion agreement. The accountability board decided to require volunteer work, as well as a written essay. Go to Station #5 to find your essay topic.

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Offender #1 / Station #5 Diversion Agreement - Petty crimes can be fairly trivial. Many teenagers steal small items under peer pressure or as a rite of passage. However, sometimes these small crimes develop into a larger pattern of crime. Write a five- paragraph essay on how you think the justice system should respond to adolescent crime. Do you think a low tolerance for petty crime will prevent a larger pattern of crime in the future, or do you think adolescents are less capable of evaluating consequences and should not be punished for their criminal activity? Do you think an experience in a detention facility is helpful in prohibiting crime, or should the justice system use more counseling or education services? Please ask your teachers if you need further direction.

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Offender #2 You are a junior at Roosevelt High School. You just moved here last year and still haven’t entirely adjusted from your old school. The people you spend most of your time with are a sort of rough crowd. You and your friends go to the homecoming football game. It was a pretty close game and some students from the other school were acting out – yelling and making stupid threats. Your friends stick around after the game and a group of students from the other school sticks around too. When they start making fun of one of the girls in your group, a fight breaks out. You grab one of the people from the other school and punch him a couple times. When the school security shows up, they try to break it up, but one of your punches hits a little too hard and the guy loses consciousness. They detain you and a couple of your friends. Start at Station #1.

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Offender #2 / Station #1 Taken into custody - To arrest a juvenile, the police must have probable cause to believe the juvenile has committed an offense or have a valid arrest warrant. You are arrested and taken to juvenile detention. Because it’s a Friday night, you are held there over the weekend. Go to Station #2 to find out what happens next.

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Offender #2 / Station #2 Juvenile Court Intake - The intake process consists of an informal process by which court officials or social workers decide if a complaint against a juvenile should be referred to juvenile court. They usually make this decision after interviewing the youth and considering the seriousness of the offense, the past record of the accused, his or her family situation and other factors. If it is decided that the complaint should be referred, the youth may be kept in juvenile detention or released to the custody of a parent or guardian. If it is decided that the juvenile should be detained, a judge must determine whether the arrest was valid and the detention is necessary in a pretrial detention hearing. To do this, the state must show that an offense was committed and that there is reasonable cause to believe that it was the juvenile who did it. In the interview, it is determined that you should remain in detention because you have a couple other minor offenses on your record and the interviewer determines your guardians would not sufficiently supervise you. Most importantly, because you may have committed a violent offense, the interviewer is concerned about the safety of the community. At your detention hearing, the state successfully shows an assault occurred and that there is reasonable cause to believe it was you that did it. Go to Station #3 to find out what happens next.

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Offender #2 / Station #3 Prosecuting Attorney - After placing a juvenile under arrest, the police file a report with the Prosecuting Attorney's Office. The Prosecuting Attorney is a lawyer who works for the County and represents the community. The Prosecuting Attorney screens the report for legal sufficiency and decides which offense, if any, should be charged. If the case is legally sufficient and the Prosecuting Attorney determines that charges should be filed, they may "divert" the case, or file an information with the juvenile court. An information is a legal document, filed with the court, that names the juvenile and describes the alleged offense. Because the fight was pretty bad and because the security guards saw you hitting the other guy, the prosecutor has sufficient grounds to file. The prosecutor files an Assault 1 charge. Because of the seriousness of the charge, the prosecutor files for remand. You continue to be held in juvenile detention until the remand hearing occurs. A detention hearing must occur to decide that the detention is necessary. A detention hearing is held the next judicial day, in which the judge finds that the detention is necessary. You wait in detention for the remand hearing. Go to Station #4.

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Offender #2 / Station #4 Juvenile Detention – Juvenile detention is similar to jail but almost exclusively for individuals under the age of 18. Most of the rules and procedures are the same. Limited visitation is allowed; only parents, guardians and children under the age of 8 may visit and only for 30 minutes. They are required to register and visitation is rarely private. Youth in detention are not allowed to wear their street clothing. Youth are on a regimented schedule. They are constantly supervised and any occurrences may be documented and included in their file. In the Seattle area, the main juvenile detention facility is located on Capitol Hill. There are medical, educational and mental health services available, but because it is unlikely you will remain in juvenile detention, you will probably not benefit from these services. It is likely that you will be transferred to the adult facility promptly. Proceed to Station #5.

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Offender #2 / Station #5 Decline of Juvenile Court Jurisdiction or Remand Hearing - By statute, some offenses require a juvenile to automatically be remanded to adult court. After a hearing, based on a juvenile's age, criminal history and the seriousness of the alleged crime, other juveniles may also be sent to adult court. Because you are 17 years old and have a few previous minor assault offenses on your record and are facing a serious charge, the judge remands the case to superior court. Your case will now proceed as if you were an adult. Please write a five-paragraph essay on whether you think that serious crimes committed by juveniles should be treated as adult crimes or juvenile infractions.

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Offender #3 You are a student at Roosevelt, but you bus in from another part of town. Your family is pretty rough and you’re trying hard to get out of that environment. You have helped out a couple of your friends that deal drugs, and although you didn’t really want to be involved, you’ve been caught a couple times in possession. The few days you have spent in juvenile detention on a couple occasions were enough to motivate you to avoid that in the future. You’ve been focused on school and working as much as you can to save money for college. Because you don’t have a lot of free time, you don’t have many friends at school. It seems like people are pretty suspicious, even the teachers sometimes. One morning, you find out your little brother has started in with a couple of the dealers in your neighborhood. You are so angry that you take his stash, but before you get rid of it, you realize he’ll get hit if he loses it. So you keep it on you that day, planning to figure out what to do with it later. Unfortunately, there is a random drug search that day at school. You are detained when they find the stash. Go to Station #1.

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Offender #3 / Station #1 Taken Into Custody - To arrest a juvenile, the police must have probable cause to believe the juvenile has committed an offense or have a valid arrest warrant. The officers run a background check and find that you have previous convictions on your record. They advise you that you have the right to remain silent and that an attorney will be appointed for you. Go to Station #2 to find out what happens next.

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Offender #3 / Station #2 Juvenile Court Intake - The intake process consists of an informal process by which court officials or social workers decide if a complaint against a juvenile should be referred to juvenile court. They usually make this decision after interviewing the youth and considering the seriousness of the offense, the past record of the accused, his or her family situation and other factors. If it is decided that the complaint should be referred, the youth may be kept in juvenile detention or released to the custody of a parent or guardian. If it is decided that the juvenile should be detained, a judge must determine whether the arrest was valid and the detention is necessary in a pretrial detention hearing. To do this, the state must show that an offense was committed and that there is reasonable cause to believe that it was the juvenile who did it. The interviewer reviews your record and asks you about some of the previous offenses. You attempt to explain your circumstances. The interviewer seems sympathetic, but tells you that they are going to pass the information on to the prosecuting attorney for a final decision. The interviewer tells you that, if your parent can come pick you up, you can be released to their custody. After a few attempts, you finally reach your mother, who comes down to the station. They release you to her custody. Go to Station #3 to find out what happens next.

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Offender #3 / Station #3 Prosecuting Attorney - After placing a juvenile under arrest, the police file a report with the Prosecuting Attorney's Office. The Prosecuting Attorney is a lawyer who works for the County and represents the community. The Prosecuting Attorney screens the report for legal sufficiency and decides which offense, if any, should be charged. If the case is legally sufficient and the Prosecuting Attorney determines that charges should be filed, they may "divert" the case, or file an information with the juvenile court. An information is a legal document, filed with the court, that names the juvenile and describes the alleged offense. Subsequent to the filing of an information, a Notice and Summons is sent to the juvenile and his or her family. This notice sets the time and day for the juvenile to appear in juvenile court for the arraignment hearing. In your case, the prosecuting attorney decides to file an information. A public defender is appointed to represent you. You receive the notice and summons, as well as the name of your public defender in the mail. You continue to attend school, but it’s difficult to focus when you don’t know how the whole thing will work out. You attempt to contact your public defender but they are pretty busy. There isn’t much opportunity to talk with them until the arraignment hearing. Proceed to Station #4.

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Offender #3 / Station #4 Arraignment Hearing - If the juvenile is not in detention, an arraignment is generally the first court appearance. The juvenile is advised of his or her rights and asked to either enter an admission or denial. If the juvenile enters an admission, they are admitting that they committed the offense for which they are charged. The court will then sentence the juvenile to an appropriate sentence, either at that time, or later, if the court feels it needs further information. If the juvenile enters a denial, the judge will set a future date for a fact-finding hearing. After a short discussion with your attorney, you decide to enter a denial. You were charged with possession with the intent to distribute because of the quantity found. You certainly didn’t have the intent to distribute. Your attorney doesn’t know how strong of a case you have, but it’s your decision. A date is set for a fact-finding hearing. Go to Station #5 for what happens next.

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Offender #3 / Station #5 Fact-Finding Hearing - A fact-finding hearing or trial is held to allow the Prosecuting Attorney an opportunity to prove, beyond a reasonable doubt, that the juvenile in question committed the alleged offense. At a Fact-Finding hearing, the juvenile is generally represented by a lawyer, who attempts to present the juvenile's side of the case. The judge then decides if the case has been proven or not. If the judge decides that the Prosecuting Attorney has not proven the case, the juvenile is released with no further consequences. If the judge decides that the case has been proven, the youth is found delinquent and will subsequently be sentenced to appropriate consequences. In your fact-finding hearing, the judge determines that you had no intent to distribute the drugs found in your possession. You are released. Although the judge’s decision was favorable for you, it could have easily turned the other way. Write a five-paragraph essay on the consequences of juvenile involvement with the justice system. Think about how it could effect your education, your career and your individual rights. Would it affect any of the relationships you currently enjoy?

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Offender #4 You are a student at Roosevelt who has lived in Greenlake for most of your life. Your dad is a doctor at UW Medical Center and your mom works for an accounting firm downtown. They don’t pay a lot of attention to you and your little sister, as long as you come home with decent grades and don’t mess around too much. Once, when you were in junior high, you stole a pack of cigarettes from a drug store and happened to get caught. You don’t really know how the process worked, but you had to do community service for several weekends. You do some things that are illegal but mostly your friends are pretty smart about it. You haven’t interacted with the police since that happened. One weekend, you are out with your friends, just hanging out. Someone asks if anyone has ever been joyriding. You’ve never been, but it sounds kind of fun…just risky enough to be exciting. You end up in some random person’s car with some of your friends. When the car runs out of gas, you just leave it where it is and catch a bus back home. Unfortunately, one of the people you went with left their wallet in the car; when the police questioned them, they told the whole story. Now the police are at your door, talking to your parents. Start at Station #1.

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Offender #4 / Station #1 Taken Into Custody - To arrest a juvenile, the police must have probable cause to believe the juvenile has committed an offense or have a valid arrest warrant. The officers have a warrant for your arrest, so they take you into custody. Juvenile Court Intake - The intake process consists of an informal process by which court officials or social workers decide if a complaint against a juvenile should be referred to juvenile court. They usually make this decision after interviewing the youth and considering the seriousness of the offense, the past record of the accused, his or her family situation and other factors. If it is decided that the complaint should be referred, the youth may be kept in juvenile detention or released to the custody of a parent or guardian. If it is decided that the juvenile should be detained, a judge must determine whether the arrest was valid and the detention is necessary in a pretrial detention hearing. To do this, the state must show that an offense was committed and that there is reasonable cause to believe that it was the juvenile who did it. The interviewer reviews your record and notes your previous offense. You talk about it a little bit with the interviewer. You are kind of scared of what is going on; when you decided to go out with your friends, you didn’t know it would turn out this way. The interviewer tells you that because you don’t have much on your record, you can be released to the custody of your parents. But the interviewer also says the information will be sent to the prosecutor for a decision. Your parents aren’t very happy when they come to pick you up. Go to Station #2 to find out what happens next.

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Offender #4 / Station #2 Prosecuting Attorney - After placing a juvenile under arrest, the police file a report with the Prosecuting Attorney's Office. The Prosecuting Attorney is a lawyer who works for the County and represents the community. The Prosecuting Attorney screens the report for legal sufficiency and decides which offense, if any, should be charged. If the case is legally sufficient and the Prosecuting Attorney determines that charges should be filed, they may "divert" the case, or file an information with the juvenile court. An information is a legal document, filed with the court, that names the juvenile and describes the alleged offense. Subsequent to the filing of an information, a Notice and Summons is sent to the juvenile and his or her family. This notice sets the time and day for the juvenile to appear in juvenile court for the arraignment hearing. In your case, the prosecuting attorney decides to file an information. You receive the notice and summons, but your parents decide to hire a private attorney instead of using the public defender that was appointed. When you meet with your attorney, your parents are present. You think you should admit to the charges but your parents think you should deny them. After much debate, you decide to deny the charge. You appear for the arraignment hearing to enter your response. Proceed to Station #3.

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Offender #4 / Station #3 Arraignment Hearing - If the juvenile is not in detention, an arraignment is generally the first court appearance. The juvenile is advised of his or her rights and asked to either enter an admission or denial. If the juvenile enters an admission, they are admitting that they committed the offense for which they are charged. The court will then sentence the juvenile to an appropriate sentence, either at that time, or later, if the court feels it needs further information. If the juvenile enters a denial, the judge will set a future date for a fact-finding hearing. You enter your denial and a date is set for a fact-finding hearing. At the arraignment, the judge orders you to not associate with the friends you supposedly offended with. If you do, you may be subject to sanctions. You continue to attend school, but you don’t really talk to anyone. Your parents are still angry with you; while they used to mostly leave you alone, they have grounded you and check up on you constantly. Go to Station #4 to see what happens next.

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Offender #4 / Station #4 Fact-Finding Hearing - A fact-finding hearing or trial is held to allow the Prosecuting Attorney an opportunity to prove, beyond a reasonable doubt, that the juvenile in question committed the alleged offense. At a Fact-Finding hearing, the juvenile is generally represented by a lawyer, who attempts to present the juvenile's side of the case. The judge then decides if the case has been proven or not. If the judge decides that the Prosecuting Attorney has not proven the case, the juvenile is released with no further consequences. If the judge decides that the case has been proven, the youth is found delinquent and will subsequently be sentenced to appropriate consequences. In your fact-finding hearing, the judge determines that you in fact committed the charged offense. A date is set for a disposition hearing. Go to Station #5 to see how your case concludes.

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Offender #4 / Station #5 Disposition Hearing - This is a sentencing hearing. The judge determines the appropriate consequences for the offense and enters this information on a Disposition Order. This order may include detention time, a period of time on community supervision (probation), community service, monetary fines and assessments and/or restitution. Other case- specific conditions may also be included. In some cases, a disposition order may include state juvenile institution time. At your disposition hearing, you are ordered to do 50 hours of community service, as well as pay monetary fines. The attorney also informed you that the charge will stay on your record until you qualify to have it sealed. Your parents tell you that you will pay the monetary fines on your own. You try to get a job but because they check your offense record, several employers turn you down. You end up working at Safeway to pay off the fines. Your character had the benefit of employed, although inattentive, parents. Write a five-paragraph essay on whether or not parents should be held responsible for the actions of their children. Should the state require the parents to pay for the damage a teenager did? Should the parent be guilty of a crime if a child committed a crime due to the parents’ neglect? Should parents have more power to control their children’s actions to make sure they don’t commit any crimes?

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Offender #5 You are a junior at Roosevelt High School. You just got your license a few months ago and you’ve been enjoying the freedom of your new car. Its made it a lot easier to party with your friends, because your parents always believe it when you say you’re at the library or volunteering somewhere. You and a few of your close friends started drinking in junior high; you’ve tried a few drugs on occasion, but mostly you all stick with alcohol. Occasionally, the police show up to break up a party you’re at, but you’ve never been caught. One Friday night, you get pulled over because you are swerving on the road. You have a couple of friends in the car and a few open bottles of beer. The police officer performs a field sobriety test that you fail. A breathalyzer test indicates you are substantially intoxicated. Start at Station #1.

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Offender #5 / Station #1 Taken into Custody - To arrest a juvenile, the police must have probable cause to believe the juvenile has committed an offense or have a valid arrest warrant. He arrests you and takes you and your friends to the police station. Go to Station #2.

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Offender #5 / Station #2 Juvenile Court Intake - The intake process consists of an informal process by which court officials or social workers decide if a complaint against a juvenile should be referred to juvenile court. They usually make this decision after interviewing the youth and considering the seriousness of the offense, the past record of the accused, his or her family situation and other factors. Because of the amount of alcohol in your system at the time you were detained, the intake officer refers the complaint to juvenile court. Because you were arrested on a Friday night and there are limited services available, you are held in detention until the following Monday, when a detention hearing occurs. The judge finds that you were appropriately detained and taken into custody and the information is sent to the prosecuting attorney for further evaluation. Go to Station #3 next.

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Offender #5 / Station #3 Prosecuting Attorney - After placing a juvenile under arrest, the police file a report with the Prosecuting Attorney's Office. The Prosecuting Attorney is a lawyer who works for the County and represents the community. The Prosecuting Attorney screens the report for legal sufficiency and decides which offense, if any, should be charged. If the case is legally sufficient and the Prosecuting Attorney determines that charges should be filed, they may "divert" the case, or file an information with the juvenile court. An information is a legal document, filed with the court, that names the juvenile and describes the alleged offense. The prosecuting attorney decides to file on your case. The police are willing to release you to your parent’s custody, but they refuse to come pick you up. You remain in detention until your arraignment hearing. You are appointed a public defender and she comes to meet with you. She informs you that your next court appearance will be for your arraignment. You discuss with her whether you should admit or deny the petition. Your public defender advises you that the state has a pretty strong case against you. They followed the appropriate procedures and have documentation that you were highly intoxicated while driving a motor vehicle. She says that, because you don’t have a prior record, the disposition is likely going to be mild, but it might be worse if you enter a denial. Proceed to Station #4.

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Offender #5 / Station #4 Arraignment Hearing - The juvenile is advised of his or her rights and asked to either enter an admission or a denial. If the juvenile enters an admission, they are admitting that they committed the offense for which they are charged. The court will then sentence the juvenile to an appropriate sentence, either at that time, or later, if the court feels it needs further information. If the juvenile enters a denial, the judge will set a future date for a fact-finding hearing. At the arraignment hearing, you enter an admission. The judge sets a disposition hearing for two days later. Go to Station #5 next.

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Offender #5 / Station #5 Disposition Hearing - This is a sentencing hearing. The judge determines the appropriate consequences for the offense and enters this information on a Disposition Order. This order may include detention time, a period of time on community supervision (probation), community service, monetary fines and assessments and/or restitution. Other case specific conditions may also be included. In some cases, a disposition order may include state juvenile institution time. You have now been in juvenile detention for a week. The judge determines that you should be released on probation and requires the completion of an alcohol assessment and treatment program. Additionally, you will be required to maintain consistent attendance at school and meet with your probation officer bi-weekly. If you fail to meet with your officer, you could be brought back to court and potentially sent to juvenile detention. Additionally, an offense of driving under the influence will now be on your record. The information will be available to future employers, landlords and educational institutions, as well as count against you if you re-offend. Write a five-paragraph essay about whether you think this information should be available to the public. Does it depend on the crime or on the age of the person that committed the crime? What other things should be taken into consideration? Should the information be sealed automatically, or should the individual actively have to seal the information?

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Name_________________ Offender #____

Worksheet – Assignment At each station, you will find an envelope labeled with your offender number. Inside the envelope is a brief description of what happened to your fictional character. At the beginning of the description, the event, person or location appears in bold. Please write that on the “Title” line. Answer the remaining questions for each station. An essay is required for each character; the essay topic will be provided at the last station. Please write the essay in the space provided in this packet. (All information shared on this worksheet will remain confidential, and you don’t need to share anything more than you are comfortable with. Your teacher may consider the information in deciding what topics would be interesting or helpful to cover in class.) This worksheet, including the essay, will be due at the beginning of class tomorrow. Station #1 Title: _______________________________________________________ ______ What happened?______________________________________________ ____ _______________________________________________________ ___________ Why? _______________________________________________________ _____ _______________________________________________________ ___________ How would you feel if this happened to you? Have you or any of your peers had a similar experience? ___________________________________ _______________________________________________________ ___________ _______________________________________________________ ___________

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_______________________________________________________ ___________ _______________________________________________________ ___________ Station #2 Title: _______________________________________________________ ______ What happened?______________________________________________ ____ _______________________________________________________ ___________ Why? _______________________________________________________ _____ _______________________________________________________ ___________ How would you feel if this happened to you? Have you or any of your peers had a similar experience? ___________________________________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ Station #3 Title: _______________________________________________________ ______ What happened?______________________________________________ ____ _______________________________________________________ ___________ Why?

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_______________________________________________________ _____ _______________________________________________________ ___________ How would you feel if this happened to you? Have you or any of your peers had a similar experience? ___________________________________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ Station #4 Title: _______________________________________________________ ______ What happened?______________________________________________ ____ _______________________________________________________ ___________ Why? _______________________________________________________ _____ _______________________________________________________ ___________ How would you feel if this happened to you? Have you or any of your peers had a similar experience? ___________________________________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ Station #5

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Title: _______________________________________________________ ______ What happened?______________________________________________ ____ _______________________________________________________ ___________ Why? _______________________________________________________ _____ _______________________________________________________ ___________ How would you feel if this happened to you? Have you or any of your peers had a similar experience? ___________________________________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ Essay: _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________ ___________ _______________________________________________________

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