Michelle E.

Colquitt
October 31, 2015
Student Centered Learning Lesson Plan
Name of Lesson:
The Juvenile Justice System and You
Grade Level:
8th Grade
Subject:
Georgia Studies
Prepared By:
Michelle Colquitt
Completion Time:
One Week
Overview and Purpose
This lesson is taught about all aspects of the Juvenile Justice system in Georgia.
This lesson identifies misdemeanor and felony level criminal offenses and possible
consequences within the Juvenile Court and Department of Juvenile Justice in Georgia.
This is taught as part of the civics component of Georgia Studies. All learners will be
informed of the Juvenile Justice system in Georgia and will be assessed over topics
learned in this area.
Georgia Education Standards Addressed
SS8CG6 The student will explain how the Georgia court system treats juvenile
offenders.
a. Explain the difference between delinquent behavior and unruly behavior and the
consequences of each
b. Describe the rights of juveniles when taken into custody.
c. Describe the juvenile justice system, emphasizing the different jurisdictions,
terminology, and steps in the juvenile justice process.
d. Explain the seven delinquent behaviors that can subject juvenile offenders to the
adult criminal process, how the decision to transfer to adult court is made, and the
possible consequences.
Anticipation Guide
Adapted from: Facing History and Ourselves
Teacher will facilitate an open ended discussion of the Georgia Juvenile Justice
System. The teacher will ask students what do you know about getting into trouble
here in Georgia? Teacher will provide notecards and roughly five to ten minutes of time
to brainstorm questions before delving into the topic discussion. Students and teacher

will face one another in a circle the wagons discussion setting. This discussion is
taking place later in the semester, so students are well aware of the guidelines for
discussion established by the teacher. The most important guideline being that we treat
all opinions, even if they are vastly different than our opinion, with dignity and respect,
listening and considering all opinions. In playing a devils advocate role, the teacher
could introduce multiple negative opinions, such as:

All teenagers commit crimes, some are just better at hiding them
All teenagers should be punished to the maximum for crimes, regardless

of how serious these criminal offenses are.

Teenagers who cannot get along with their parents should be removed
from the home.

Ideally, this discussion would last roughly 20 to 30 minutes and a wide variety of
opinions would be presented. The teacher would facilitate an open discourse of
opinions, not imparting which opinions were correct or abjectly incorrect.
Material Presented
The teacher would utilize the classroom text resource to present materials
related to definitions of the juvenile justice system. Also utilized during this process
would be materials presented by the Georgia Department of Juvenile Justice, the Annie
E. Casey Foundation, and the Georgia Division of Family and Childrens Services. The
teacher will define key concepts relating to all aspects of the Juvenile Justice System to
include CHINS (Child in Need of Services), Informal Adjustment, Probation, and
Commitment to the Department of Juvenile Justice.
Guest Panel and Tour of Juvenile Court

The teacher will conduct a field trip to the Athens-Clarke County Juvenile Court,
located within the County Courthouse at 325 East Washington Street, Room 115,
Athens, GA 30601 upon completion of this unit. During this field trip, which will last
approximately 3 hours (including transportation time) there will be a conversation with
representatives from the ACC Juvenile Court, the Department of Juvenile Justice Clarke
Court Services Office Staff, Clarke County Sheriffs Department, ACC Police
Department, University of Georgia Police Department, and a representative from Clarke
County DFCS. This panel will reemphasize what was taught during this unit and provide
students with a practical understanding and conceptual framework of a juveniles
potential involvement with the Juvenile Justice System.
Assessment
Students will pick from one of two options: (1) write an essay about a juvenile
who becomes involved with the Juvenile Justice system from roughly two weeks before
their offense to two weeks after successfully completing their case, or (2) work together
in groups of 3 to 4 and complete a media based presentation about a juvenile offender.
For example, if students complete a video project, they are expected to complete a
script, film the video, narrate the video (to include sound editing), present to teacher
(and if teacher approves), upload to YouTube or other video sharing site.
Summary
Involvement with the Juvenile Justice system is a very important part of learning
about civics within Georgia Studies. Students have the opportunity to learn about this
topic through utilization of the Georgia Studies text, online resources, and an in person
discussion with Juvenile Justice officials. Students will be expected to complete a

project based learning assessment (either an in depth writing assignment or a group

media project). Students will be prepared to see questions about this topic on
cumulative tests and high stakes tests, but will be prepared to answer these questions
while grappling with any potential testing anxiety because they are empowered with
knowledge about how the Juvenile Justice system works.