Youthful Offender
Ceasar
L. Johnson
IS52
Middle School
Monster
(Before reading the
Introduction for this “Performance-Task,” please take time and re-read
the following assigned passages taken directly from inside Walter Dean Meyers’s
Monster. Reanalyze, who do you think
Steve Harmon really is? Reconsider
carefully; is he really just some young, random “naïve” criminal conspirator;
or even yet, do you think that he is in fact a knowledgeable one?)
- P.
#259
CUT TO: MS of PETROCELLI from JUDGE’S
POV; Petrocelli’s Closing Argument; as written...
Ms.
O’Brien suggests that if Mr. Harmon had actually cased the drug store for the robbers,
he would have seen Ms. Henry. In other
words, he would have been a better look out man. Well, maybe he hasn’t had much experience in
helping to rob drug stores. Should we feel sorry for him? For that matter, are Mr. King and Mr. Evans
so accomplished in their criminal activities?
This was a botched robbery in which the perpetrators actually took very
little money and a few cartons of cigarettes.
And, oh, yes, the life of a good man, Alguinaldo
Nesbitt.
P. #260
The truth of the matter is
that Bobo Evans participated in a crime with Mr. Cruz, Mr. King, and Mr.
Harmon.
They are all equally guilty. The one who grabbed the
cigarettes, the one who wrestled for the gun, the one who checked the
place to see if the coast was clear.
What would have happened if Mr. Harmon had come out of that store and
gone over to King and said “There’s someone in the store”? Perhaps they would have gone someplace else
to carry out their “getover,” or maybe they would have just called it a day and
gone home. Steve Harmon was part
P. #261
of the
plan that caused the death of Alguinaldo Nesbitt. I can
imagine him trying to distance himself from the event. Perhaps, in some strange way, he can even
say, as his attorney has suggested, that because he did not give a thumbs-up
signal, or some sign to that effect, that he has successfully walked the “moral-tightrope” that relieves him
of responsibility in this matter. But
Alguinaldo Nesbitt is dead, and his
death was caused by these men.
Mr. Harmon wants us to look at
him as a high school student and as a filmmaker. He wants us to think, well, he didn’t
P. #262
pull the trigger. He didn’t wrestle
with Mr. Nesbitt. He wants us to believe
that because he wasn’t in the drugstore when the robbery went down, he wasn’t
involved. Again, perhaps he has even
convinced himself that he wasn’t involved.
But yes, Mr. Harmon was involved. He made a “moral-decision” to participate in this “getover.” He wanted to “get paid” with everybody
else. He is as guilty as everybody
else, no matter how many “moral” hairs he can split. His participation made the crime
easier. His
willingness to check out the store, no matter how poorly he did it, was
one of those causative-factors that resulted in the death of Mr.
Nesbitt. None of us can restore him
to his family. But you, you twelve
citizens of our state, of our city, can bring a measure of justice to his
killers.
And that’s all I ask of you: to reach into your hearts and
minds and bring forth that measure of justice.
Thank you.
- P.
#140
STEVE’S DIARY
Saturday, July 11th
What did I do? I walked into a
drugstore to look for some mints, and then I walked out. What was wrong with that? I didn’t kill Mr. Nesbitt.
- Bottom
p.41
FLASHBACK of
12-year-old STEVE walking in a
P. #42
TONY
They
should let me pitch. I can throw
straight as anything. (Scoops
up a rock.) See the
lamppost? Throws rock. We see that it bounces in front of the post
and careens slightly to one side.).
STEVE
You
can’t throw.
(Picks up rock and throws it. We see it sail past the post and it hit a
YOUNG WOMAN. The TOUGH GUY she is
walking with turns and sees the 2 young boys.)
TOUGH GUY
Hey,
man. Who threw that rock? (He approaches.)
STEVE
Tony! Run!
TONY (taking a tentative step)
What? (TOUGH
GUY punches TONY. TONY falls – TOUGH GUY
stands over TONY as STEVE backs off.
YOUNG WOMAN pulls TOUGH GUY away, and they leave.)
P. #43
TONY and STEVE are left in the park with TONY sitting on the ground.
TONY
I didn’t throw that rock. You threw it.
STEVE
I didn’t say you
threw it. I just said “Run.” You should’ve run.
TONY
I’ll get me an Uzi and blow his brains out.
Introduction
You are consulting to work for the “Citizens
Crime Commission of New York City, Inc.” An independent nonprofit organization working
to help make criminal justice and public safety policies and practices
more effective through innovation,
research, and Education. On
their homepage it exclaims how juvenile
crime is one of their main initiatives.
*****You are studying the
problem; in creating a
plan for helping to prevent
The goal of this project uses Sandra Petrocelli’s POV (documented above) as a tool (who is the Assistant District Attorney for
the State of New York, in Walter Dean Meyers’s Monster; along with an excerpt
of Steve having a flashback; while walking with his friend Tony). You will cross-examine further a closer look
at “Steve Harmon,” (Walter Dean
Meyers’s main character here), and see to it as to whether or not his own acquittal
was a right measure of justice for a 16-year-old boy like him. A youthful
offender; who presumably
because of his age in the eyes of the NYC Juvenile Justice Court system he
was considered as being capable of making the preventive moral-decision as to either
had warned Mr. Nesbitt that he was going to get robbed, or, because of his age he was
also considered as being capable of
making the preventive moral-decision to had told
King (his acquaintance) clearly “no,” wherein simple regard of him
on choosing not to participate along within the crime; wherefore pertaining.
*****Many times a youth at the age of 16 can become victimized, because they seem to lack clarity
in their own understanding, as
to on how they can actually become targeted
as a criminal conspirator connected to
a felonious crime; of which, in
Steve’s case was murder. It is true that some 16-year-olds are better at
understanding the concept of “civil-morality,”
and thus, they’re more adequately aware
on what different felonious crimes might include. As a result, these teens are better
off than their peers who can struggle at times when it comes to making
“moral-decisions” that could help
them to stay out of very serious trouble. Consequently;
along some guidelines perhaps,
people like Steve and others alike should therefore, well in fact make some
adjustments to their “critical-thinking”
about the consequences of situations, and or events; which, could possibly
target and link them as co-conspirators to any
type of a crime that can be committed.*******
Please Brainstorm the Following “Focus-Idea Questions”:
- Nonetheless, during his trial, as she sums up the State’s defense Petrocelli does seem to implicate
however, Steve’s possible lack of knowledge; regarding his
“inadequate”
understanding for in his connection to the crime he has committed. Does this possible; but very important causative-factor seem ever
to matter, in while attempting to obtain him the verdict of guilty?
- How can we better help
young people like Steve, who might struggle with “moral-decision” making skills; of which, they can use to help
themselves to stay out of trouble?
- What do Steve, and others like him need to learn?
Task
Students will “Examine”
the New York City Juvenile Justice
Court System; and they’ll “Determine”: What is being done to help “Youthful Offenders” like Steve
Harmon from Monster? A graphic-organizer will be completed that looks at features to see how “Youthful Offenders” are treated.
After completing the organizer (by using a copy of Monster and their’ internet researched evidence),
students will then write a 5-Paragraph Essay; where they’ll
include a 3-Step Prevention-Plan
for on how to help teens to avoid serious trouble involving crime,
and become better members of society.
Process
The Process
will focus on: the Six-Step
Public Policy Analyst method. It will focus on the social problem of the “morally-challenged;”
but any criminally charged “Youthful
Offender” here in
1. Introduce the Problem
Have a brief
classroom discussion to “Identify” and define the following term:
Morals: A person’s standards of behavior or beliefs concerning what is; and what is not acceptable for
them to do.
Also briefly discuss; what can be some potential problems for people in general when it comes to making “moral-decisions?” In other words… are peoples’ morals the same; or are they different? Why?
- What are some potential problems with the New York City
Juvenile Justice Court System; by in the way they treat “Youthful Offenders” like Steve
Harmon? (Use your prior-knowledge of Steve’s experience from Walter
Dean Meyers’s Monster to explain your answers onto the
following Worksheet.)
Click onto the following link: Worksheet1:
“Defining the social problem”
2. Analyze the Graphic Organizers
“Simplify” using a Venn diagram; or an Outline
to “Evaluate” at least 3 - 5 ways The NYC
Juvenile Justice System Flow Charts implements
to Compare the (same); and 3 - 5 ways they present
to Contrast the (different) processes for in dealing with a Juvenile Delinquent, versus
a Juvenile Offender; of whom
is also considered here; as the “Youthful
Offender.”
Click onto the
following link: The
New York City Juvenile Justice System
-
Pages #13, #14, #15; Juvenile Delinquent
-
Pages #16, #17, #18; Juvenile Offender (who is also
called; the “Youthful Offender.”)
3. Gather Evidence of the Problem
Students will read
then “Analyze” the
An organizer
will be completed to focus on at least 3 - 5 positive and 3 - 5 negative things done for Juvenile Offenders. It will
be worked on for at least 2 class periods.
Click onto the
following link to read; then analyze: The
New York City “Juvenile Justice Process.”
-
Pages #19 - #40
Click onto the
following link to gather your evidence: Worksheet2:
“Gathering evidence of the problem”
4. Identify Some Causes of the Problem
During the next
session students will revisit
to skim; then re-scan through pages #19 - #40 of The
Click onto the
following link to gather your evidence to identify some causes of the problem: Worksheet3:
“Identifying the cause of the problem”
-
What did students find in their research?
5. Evaluate Existing Policies
In a continuation
of the same discussion;
students will “Evaluate”
“Existing Policies” that deal with “Youthful Offenders;” according to The New York City
Juvenile Justice System.
Click onto the
following link; then skim through to scan for the
existing policies:
Citizen’s
Crime Commission of New York City; Pages #1 - #12
Click onto to the
following link to record your findings:
Worksheet4:
“Evaluating Existing Public Policies”
-
How do they help?
-
What can they do better?
6. Develop Solutions
The final step
will be to “Develop Solutions.” Each student will write a 5-Paragraph Essay on how they could offer better support to “Youthful Offenders.”
Whether or not they are a “naïve”
or “knowledgeable” criminal conspirator who can end up on trial
due to a felonious crime that they’ve
committed, or because of a crime that
was done in particular, which does
connect to them to it in some sort of way according to the New York
City Youth Crime Juvenile Justice System. Students will begin this essay right
after the discussion; and they’ll continue to work on it for homework. The essay will include the:
Organizer
Rough Draft
Final Product
Click onto the
following link to develop solutions:
Worksheet5:
“Developing Public Policy Solutions”
The Essay
will be 5 paragraphs and will fulfill writing expectations for 8th
Grade. The final
draft will be completed at a later
date. Students will share their ideas in a short presentation
when final drafts are due; by answering at least 3 questions by their’ instructor (based on the
lesson), and some questions
by their peers.
- Best Solution
Students will select the “Best Solution” from their class.
Click onto the
following link to select the best solution to the problem:
Worksheet6:
“Selecting the best Public Policy Solution”
Ø Why is it the best?
Ø Is it feasible?
Ø Is it Cost Effective?
- Additionally; students will list a 3-Step Prevention-Plan
any young teenager can take to avoid getting into serious trouble; as a
part of their Conclusive portion of the essay).
Resources
1.
Monster by Walter Dean Meyers (Meyers, Walter Dean, Monster. Harper Collins Publishers; 1999.)
2.
Citizens
Crime Commission of New York City (an on-line guide to The
New York City Juvenile Justice System.)
Evaluation
Note: The Essay will be assessed using a Writing-Rubric. See below. An organizer will be assessed for in helping students to
complete their assignment. The essay
will be scored out of 100 possible points. The organizer
will be only used to give
students meaningful-feedback
for helping them set small goals to achieve a final product of
the highest 8th Grade Writing Standard. The presentation will be done by informal-discussion; where
the instructor will ask each student at
least 3 questions, along with
some by their peers (through teacher discretion); concerning individual
work. Questions can range to inquire
from structures and features of writing this product, as
well as to concerning the criteria
involved.
Conclusion
Students will hopefully have gained a better
understanding of “morals” and
the reality of the importance for “critical-thinking;”
as a “skill.”
When it comes to making moral-decisions,
connecting to “moral-civility” where our city’s laws can be broken, any teenager can find them self in prison; whether it’s for a set time; or even for
the rest of their life. Consequently,
they can also unfortunately find themselves on death row.
Whether or not they are a “naïve”
or “knowledgeable” criminal conspirator who can end up on trial
due to a felonious crime that they’ve
committed, or because of a crime that
was done in particular, which does
connect to them to it in some sort of way according; but not limited to the
New York City Youth Crime Juvenile Justice System.
Standards
Reading Standards for Literature:
-
RL.8.1
Reading Standards for Informational Texts:
-
RI.8.1
-
RI.8.2
-
RI.8.3
Writing Standards:
-
W.8.2
-
W.8.4
-
W.8.5
-
W.8.6
-
W.8.8
-
W.8.9
-
W.8.11
Speaking and Listening Standards:
-
SL.8.1
-
SL.8.2
-
SL.8.4
Language Standards:
-
L.8.1
-
L.8.2
-
L.8.3
-
L.8.4
-
L.8.6
NYS Social
Studies Standards 2013
Civics, Citizenship, and Government:
-
SS5.2
-
SS5.4
Appendix
Name:
________________________________________________________ Date: _______________________ Class:
_________________ Score: _____________/24
|
Exceptional |
Capable |
Developing |
Emerging |
|
24/24 = 100 23/24 = 98 22/24 = 96 21/24 = 94 20/24 = 92 19/24 = 90 |
18/24 = 88 17/24 = 86 16/24 = 84 15/24 = 82 14/24 = 81 13/24 = 80 |
12/24 = 79 11/24 = 78 10/24 = 76 9/24 = 74 8/24 = 72 7/24 = 70 6/24 = 68 |
5/24 = 65 4/24= 63 3/24 = 62 2/24 = 61 1/24 = 60 |