At this point, you have the body of

your paper completed.

Next step due by Thursday…

Next step due by Thursday…

10% extra credit if submitted by end of day tomorrow via

e-mail!

kmomaney@cnusd.k12.ca.us

When introducing “Website Names” always put them in parenthesis

When introducing “Website Names” always put them in parenthesis

When Introducing Into The Wild or Into The Wild either underline or

italicize. Same with newspapers like the New York Times or Los Angeles

Times.

Works Cited Page and any other work due NOW!

In workbooks you should have annotated…

“Kids are Kids…”“Startling Finds…”

“Juveniles Don’t Deserve Life…”“On Punishment and Teen Killers”

Spiral and Workbook

Activity 4 – “The Boys”

Add David Biro

Turn to “On Punishment and Teen Killers” (pg 91)

• As we read… highlight and annotate the article

• Pay special attention to words/phrases that you can use to defend BOTH sides of the argument of trying kids as adults.

• Agree with Ms. Jenkins and disagree with her

David Biro

David Biro’s mugshot

Roper v. Simmons

Christopher Simmons – the “kid” whose case overturned the Death

Penalty for juveniles (2005)

Miller v. AlabamaAbolished the sentencing of

LWOP for juveniles(Life Without Opportunity for Parole)

Evan Miller – the “kid” who changed the law to “No Life in Prison without

Parole”

“Cruel and Unusual Punishment”

BUT… science defends the Supreme Court’s decision!

Paraphrasing the Miller v. Alabama ruling, here is a simplified list of some of those distinctive attributes. Children…

Based on these attributes, the Court decided that “penalties on juvenile offenders cannot proceed as though they were not children,” and “sentencing practices that are permissible for adults may not be so with children” (http://www.supremecourt.gov/opinions/11pdf/10-9646g2i8.pdf).

Paraphrasing the Miller v. Alabama ruling, here is a simplified list of some of those distinctive attributes. Children…

- Lack maturity and have an underdeveloped sense of responsibility.- Are “more vulnerable to negative influences and outside pressures”

(including family and/or peers).- Have limited control over their environment.

- Lack the ability to remove themselves from “horrific, crime-producing” settings.

- Do not have the same well-formed character development adults do.- Exhibit traits that are “less fixed” than an adult’s, so that their

actions display less evidence of “irretrievable depravity” (i.e., they are more open to the possibility of rehabilitation).

Based on these attributes, the Court decided that “penalties on juvenile offenders cannot proceed as though they were not children,” and “sentencing practices that are permissible for adults may not be so with children” (http://www.supremecourt.gov/opinions/11pdf/10-9646g2i8.pdf).

From the U.S. Department of Health and Human Services: “With an immature prefrontal cortex, even if teens understand that something is dangerous, they may still go ahead and engage in the risky behavior” (http://www.hhs.gov/).

As Professor Sarah-Jayne Blakemore states “There’s no evidence that the brain is somehow set and can’t change after early childhood. In fact, it goes through this very large development throughout adolescence and right into the 20s and 30s; even after that it’s plastic forever; the plasticity is a baseline state, no matter how old you are. That has implications for things like intervention programs and educational programs for teenagers” (Blakemore Interview).

Activity 5 - Activity 5 - Sarah-Jayne Blakemore’s talk Sarah-Jayne Blakemore’s talk

“The mysterious workings of the “The mysterious workings of the adolescent brain”adolescent brain”

produced by produced by TED Talks TED Talks

SARAH-JAYNE BLAKEMORE is a Royal Society University Research SARAH-JAYNE BLAKEMORE is a Royal Society University Research Fellow and Full Professor of Cognitive Neuroscience at the Institute of Fellow and Full Professor of Cognitive Neuroscience at the Institute of Cognitive Neuroscience, University College London, UK. Blakemore’s Cognitive Neuroscience, University College London, UK. Blakemore’s

research centers on the development of social cognition and executive research centers on the development of social cognition and executive function in the typically developing adolescent brain, using a variety of function in the typically developing adolescent brain, using a variety of

behavioral and neuroimaging methodsbehavioral and neuroimaging methods.  (15 min.).  (15 min.)

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