Health and Alternative Programs

Procedure:

The students will start class by answering this question in their notes and will have an open class discussion: 

“How do you think being incarcerated as a juvenile impacts a person’s mental and physical health, during and after incarceration?” 

After 5 min of discussion, they should watch this video (hyperlinked).

 As they watch the video, they should list all the things that they think put an inmate's health at risk. 

After the video, have them share their lists in pairs for 1 minute, then as a class discuss the answers shared aloud. 

Procedure:

• Present key statistics about juvenile incarceration and its effects on mental health and physical health.

• Common health aspects

• Discuss the impact on health from the facilities.

• Disparities

• Discuss the importance of mental health treatment programs and the disparities faced by different racial and ethnic groups.  Misconception: Some students may believe that all incarcerated youth have committed violent crimes. Clarify that many are incarcerated for non-violent offenses.

Procedure:

• • Students should analyze their thoughts on the alternative programs while you present. 

  • In what ways do they think culture and societal norms or events impact the type of alternative programs that are being implemented?

  • Students should discuss in groups: 

  • Do you think these programs are beneficial for youth and will decrease recidivism rates? Why or why not? If no, describe how can this system be improved?

  • What would you implement instead or as part of this program?

If there are multiple programs, have students focus on one or two to answer the question. 

• • Set behavioral expectations: students should listen actively, respect differing opinions, and contribute to the discussion.

Procedure:

Students will create and present a Public Service Announcement (PSA) that address an aspect of the juvenile justice system the students feel passionate about within the topics we have covered over this unit. 

Choose a Topic: Select one of the following topics related to juvenile incarceration that you feel most passionate about:

• Impact on education

• Impact on career opportunities

• Impact on lifestyle and community

• Mental health implications

• Physical health implications

• Alternatives to juvenile incarceration

Content: Include the following elements:

• An eye-catching title

• Key facts and statistics.

• Short descriptions of the impact or issues

• Proposed solutions or alternatives

• A call to action (what you want viewers to do or think)

• Clarity: Ensure text is legible and concise. Use bullet points where appropriate.

Students should describe their PSA in a short written response, 1–2 paragraphs.

Presentation: Prepare your poster to be presented during a gallery walk.

Procedure:

• After students finish their PSA posters, have them hang them and give each student 3 sticky notes or notecards. 

• Students will do a gallery walk observing each poster, they must write 3 comments for 3 different peers on the notecard and leave it with the poster. 

• The original owners can take their posters and their comments when the lesson is over.

• Procedure:

• Students will review the comments they received.

• Students will review the comments they received. After, they will create a short list of key aspects on your poster or in your paragraph describing your poster.

• After 2 minute of writing,

• Students should find a partner. They should share the list they created. 

• One partner will share their list, while the other partner should focus on if their partner lifted or lowered their voice after each sentence. 

• Students will take short note on intonation and pronunciation. They have 8–10 minutes to share their lists, take their notes and share feedback in notes.

• Each group should share one word that was difficult for them. Lead them through modeling the pronunciation of the word, you can make this into call and response if you want.

• Optional video(start at 0:32) before activity for more clarification on lifting and lowering, intonation for lists and alternatives.

• Students should write a reflective journal entry about their favorite poster they saw, and what about the poster made it their favorite? 

• What poster do you feel had the most call to action? 

• Which poster do you feel provided the most information? 

• Which poster was the most creative?

• Allow student to share answers aloud if time allows.