Unit 4: Sentencing and Punishment. Standard 13: Students can construct an essay answering the following question: Which is the more important reason for punishment? Suffering for the guilty or the prevention of crime?
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Standard 13: Students can construct an essay answering the following question: Which is the more important reason for punishment? Suffering for the guilty or the prevention of crime?
Standard 14: Students can describe the purposes and process of sentencing and corrections.
I can infer which purpose of punishment applies to a specific scenario.
I can monitor for meaning as I look at examples of criminals who may not serve their full sentence term and I can question whether or not this is a problem.
I can infer how circumstances can affect the sentencing decisions made by a judge or jury.
I can question whether the constitutional protection of double jeopardy is a benefit or hindrance to the justice system.
I can infer the benefits and problems of habitual offender laws
Habitual Offender Laws
Problems with Three Strikes Laws
Benefits of Three Strikes Laws
Students can research and defend their position on the death penalty.