CECmisc.88


TITLE:  REMAND

AUTHOR:  Jeff Gunter, MacLaren School; Woodburn, OR

GRADE LEVEL:  9-12

OVERVIEW:  This lesson will work best in a juvenile
corrections setting, but would be appropriate for any
Junior/Senior High Government or Civics class.

PURPOSE:  Many times our students are facing remand to adult
corrections or have already been remanded and given adult
time.  This exercise gives them the opportunity to learn
what remand is all about, touches on adult corrections and
gives them background so they may make more informed choices
regarding their future.

OBJECTIVE(s):  Students will be able to write or verbalize
about the remand process, three differences between juvenile
and adult corrections lock-up and what their feelings are
concerning which is the setting they want to be placed in.

ACTIVITIES AND PROCEDURES:

1.   Students research the remand process and make timeline
     showing how the process works.
2.   With separate colored marker, student writes own
     history on remand time-line from activity #1 above.
3.   Students read or have read to them if reading level too
     low materials on adult and juvenile corrections.
     Students will make an outline of the basic differences
     they find
4.   Students will read and then discuss an inmate handbook
     from adult corrections to more clearly see differences
     between the two systems.
5.   If available, a person who has been remanded or who has
     done adult time is brought in to give students a first-
     hand perspective.

TYING IT ALL TOGETHER:  Students facing remand are often
unsure of the process, how they fit and scared to do adult
time.  This lesson gives them some actual background from
which to make more informed choices.  It also allows them to
let their feelings surface about this issue.  The final
activity which may occur months after the rest of the lesson
is to debrief the student regarding what happened and how he
feels about the remand hearing he has just gone through.