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MONSTER
WebQuest
By Dan & HIllary Baker
________________________________________________
Introduction
- Tasks - Process -
Resources - Evaluation
- Conclusion
INTRODUCTION:
After
reading Walter Dean Myer's Monster, it seems obvious that we should
consider some of the larger social issues connected to the book and Steve's
case, particularly violence, race, truth, and justice in America. This
WEBQUEST is intended to do just that.
THE
TASKS:
In class,
you will be participating in a hands-on simulation of a "Congressional
Hearing" exploring the pros and cons of a proposed change in the
law regarding juveniles and the justice system. This WEBQUEST
asks that you take a look at issues and some of the people who might have
something at stake in the proposed law. After being assigned a particular
group, you will be responsible for researching issues and/or topics from
your perspective. Participants will either be testifying or raising questions
during this hearing.
This
WEBQUEST involves:
1.
Investigating juvenile justice and crime in America by exploring textbook
and Internet resource material.
2. Preparing for a collaborative role-play in which you will be a member
of: a) a special interest group testifying before a state congressional
committee on juvenile crime, or b) a state congressional committee responsible
for overseeing a hearing on proposed changes in state law regarding juvenile
crime.
3. Once selected for a group, students will prepare and participate in
a congressional hearing. Specifically:
- As a
member of a special interest group, you will be composing a position
paper, and be given 10 minutes to present findings, and to answer questions
from the congressional committee. You can present your findings before
the committee with overheads, handouts, posters, or a tri-fold exhibit.
You job is to persuade the committee to either pass the law or not.
- As a
senator on the committee, you will be responsible for asking questions
of each group, and for coming to a decision on proposed changes to the
law. You need to familarize yourself with the stance of each special
interest group, and with both sides of most every argument regarding
the proposed law change. As a group, you should elect a chairperson
who will: be officially opening the meeting and welcoming all the participants;
explaining the purpose of the meeting; and, going over the proposed
law changes.
4. After participating
in the "Congressional Hearing," each student will compose a
persuasive letter on a public policy issue related to juvenile justice
to the state legislature regarding issues raised in Monster and
during the hearing. The letter will be submitted via email.
THE
PROCESS:
Step
One/Individual Preparation on Juvenile Justice.
DAY ONE:
A. Individually, you must read Chapter 7 in Street Law, "Crime
in America." Pay particular attention to the causes of crime in America,
and the statistical data regarding victims of crimes in America. Then
read Chapter 16, "Juvenile Justice," noting the history of juvenile
courts in America as well as the current trends in the juvenile justice
system.
B. When finished, individually you are to complete the four case studies
in Problem 16.2 on page 181. Also, complete Problem 16.9 on page 187 which
requires you to analyze the chart on "Violent Crime Index."
Write down your answers to both problems, and submit them to the teacher
electronically, via email. You will receive
a grade for this assignment.
Step
Two: Group Preparation on Juvenile Justice Legislative Hearing.
DAY
TWO & THREE:
A. You will be assigned to a Special
Interest Group, or to the State
Congressional Select Committee on Crime. Once you have been assigned,
get into your groups and read the following:
___________________________________________________________
Assume
that your state has experienced a growing crisis of juvenile crime. Acts
of juvenile crime have increased 30% in the past 24 months. The costs
associated with these crimes have also risen sharply during this period.
The juvenile justice system is backlogged and there is growing pressure
from citizens in the state to increase the penalties for juveniles who
commit serious crimes. The state legislature's Select Committee on Crime
has called for testimony on a new bill. Current law in your state allows
the prosecutor to make the decision whether a juvenile will be tried in
juvenile or adult court. Also, the current law states juveniles cannot
be considered for adult courts unless they are at least 16 years of age.
The
bill before the state Select Committee on Crime proposes the following
changes in the law:
- Juveniles
thirteen (13) years or older can be tried as an adult for involvement
in a serious, violent crime. All of the following are defined as violent
crimes: all degrees of homicide, rape, aggravated assault, & armed
robbery. Any crime that involves use of a dangerous weapon will also
be defined as a serious, violent crime.
- Juveniles
thirteen (13) year or older can be tried as an adult for distribution
of any controlled substance.
- Any
juvenile charged with any of the above offenses will automatically be
transferred to an adult court & subject to the penalties prescribed
in adult court. Prosecutors will no longer be able to use discretion
in determining whether a juvenile should be tried in a youth or adult
court.
___________________________________________________________
B.
Next,
hold a group meeting to discuss your group's perspective/stance regarding
the aforementioned statements/information. Assign someone in the group
to keep track of thoughts, ideas, comments, etc., as you discuss.
C. Then, your group is to begin preparing for the role play. Again, Special
Interest Groups should come up with as many arguments that you can to
justify your position. Senators should read the overview of every group's
position, and come up with questions for each group that refute each group's
position. Essentially, the senators are going to be "devil's advocates."
D. Each group is to prepare for the legislative meeting by re-reading
chapters in your text, and by investigating Internet Resources.
Step
Three: The Juvenile Justice Legislative Hearing.
DAY
FOUR:
A.
You will particpate in the legislative hearing.
B. Again, each group will be given 10 minutes to present material and
respond to questions from the committee. Those testifying should be prepared
to make specific recommendations and be as responsive as possible to the
questions from the legislators.
C. Once the hearing concludes, the committee will be given five minutes
to deliberate among themselves to determine whether they will pass the
law. This is to be done in front of all groups.
2. The committee is responsible for making a decision and justifying the
decision in front of all members.
Step
Four: Debriefing and Composing Persuasive Letter to the State.
DAY
FIVE:
A.
As a way to debrief, you will participate in a classroom discussion on
the hearing. Not only that, the class will reflect on how the hearing
and what was learned, but the class will also discuss the book, Monster,
and look for connections.
B. Once finished with discussion, students will be journaling. They are
to reflect on the week, on what you have learned, and begin organizing
ideas for their last assignment: a persuasive letter on a public policy
issue related to juvenile justice to the state legislature regarding issues
raised in Monster and during the hearing.
C. The letter will be written following the format for a Civic Persuasive
Writing according to the Michigan Social Studies MEAP guidelines and submitted
via email to a member of state government.
WEB
RESOURCES:
Read
more about issues related to race, the legal system, and young adults
by visiting and exploring some of these web resources. By doing so, you
can learn more about key questions and issues regarding race, youth, and
justice. Pay particular attention to links, and be willing to explore
the Internet up and beyond these links as you prepare for the legislative
hearing.
A very good place to start is by checking out online resources linked
to Chapter 16, "Juvenile Justice" in the Street Law textbook:
http://www.glencoe.com/sec/socialstudies/street_law/textbook_activities/cases_resources/chapter16.php
Other
sites include:
http://www.buildingblocksforyouth.org/issues/
http://www.edjj.org/Publications/Promoting10_03.htm
http://www.nccd-crc.org/race.htm
http://www.cjcj.org/
http://www.cjcj.org/jjic/race_jj.php
http://www.ncjrs.org/html/jjbulletin/9907_2/contents.html
http://racerelations.about.com/cs/raceandjustice/index_2.htm
http://www.lib.msu.edu/harris23/crimjust/race.htm
http://www.buildingblocksforyouth.org/statebystate/midmc.html
http://www.dogonvillage.com/
http://usgovinfo.about.com/blcrimeleg.htm
EVALUATION:
Participation
will be graded during the hearing. You will also be assessed on entries
in writing journals.
CONCLUSION:
To conclude this WEBQUEST experience, your last task involves
creating a persuasive piece of writing based on your experience with this
assignment. Specific requirements for the assignment are provided for
you by reading the "Persuasive Writing"
assignment requirements. You have to develop a postion on the issue, support
with two pieces of data from research, connect a core democratic value,
make a connection to a social studies concept from civics, and identify
and refute an opposing viewpoint on a public policy issue related to the
book and the hearing.
The final copy of the paper will be in letter
format. You will be allowed one week to write paper. You will submit the
paper along with a stamped envelope. The letter will then be mailed to
a chosen congressional member of the Michigan state legislation.
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