Chapter 7, Student Web Activities, Sociology and You, Glencoe, 2003

Chapter 7: Deviance and Social Control
"History of Juvenile Justice"

Introduction
In this chapter you learned about different types and degrees of deviance as well as the methods society employs to control the social behavior of its people. One type of crime that has gained more and more attention in recent years is juvenile crime. Many people are concerned by the increase in juvenile delinquent behavior. In this activity you will visit the National Criminal Justice Reference Service to take a closer look at the history of the juvenile justice system.

Destination Title: National Criminal Justice Reference Service

Note: Clicking on the link above will launch a new browser window.
Need help using your browser for this activity? Click here for tips.

Directions
Start at the National Criminal Justice Reference Service's Web site on the history of juvenile justice.

Scroll down to read all of the text on the page.

Use what you have learned to answer the following questions.

1. Describe the treatment of juvenile offenders in the late 18th century. How did it begin to change in the early 19th century?

2. What effect did 16th-century reform movements in Europe have on juveniles in the United States?

3. Describe the goals and proceedings in juvenile courts in the first half of the twentieth century.

4. How did juvenile justice change in the 1980s and 1990s?

5. "Zero tolerance" is a policy that has been adopted by many schools in recent years, and it means that a school will automatically and severely punish a student for a variety of infractions, without exception. Some people believe that zero tolerance is unfair and results in unintended consequences. Imagine that you are to participate in a debate on zero tolerance policies in schools. Research to find out more about zero tolerance and compile a list of arguments either for or against the policy, including data or evidence supporting your position. Write up a one– or two–page report of your arguments and findings and, if time permits, divide as a class into two groups and conduct the debate.