This lesson will provide an opportunity for facilitators to get to know the students and introduce Project LEAD to them. First, facilitators will introduce themselves and briefly review what students will learn through Project LEAD. Then, both facilitators and students will share items that give them a sense of pride. Next, students participate in a “Going To Law School” activity in which some legal terms are introduced through the Project LEAD Law Book. Finally, facilitators will provide some basic classroom rules for future Project LEAD visits.
This lesson will provide an overview of the criminal justice system and the role attorneys play in criminal cases. First, students will read a play about prosecutors, defense attorneys and judges in court. Next, students will discuss the basic steps in a criminal case and take the role of prosecutors to decide the charges in hypothetical cases.
This lesson introduces students to the purposes of criminal statutes and the consequences of breaking them. First, students brainstorm school rules, then they discuss the purpose for these rules and the consequences of breaking them. Next, selected students read a play to the class about students who decide to break rules. Then students identify what laws were broken in the play, the purpose of these laws, and what the consequences were.
This lesson provides students with an overview of the juvenile justice system. First, students discuss whether juvenile and adult offenders should be treated the same in hypothetical situations. Next, students read a play to the class that traces the steps in juvenile court proceedings. Finally, students compare the adult and juvenile justice systems.
In this lesson, students will learn about sentencing options for juvenile offenders. First, a group of students reads a play to the class about the options juvenile court judges have in sentencing offenders.
This two-day lesson shows students the financial benefits of staying in school. First, students discuss where they would like to be in 10 to 20 years in terms of jobs, housing, income and possessions. Next, students examine and discuss a chart comparing the annual income of dropouts, high school graduates, college graduates and those with professional degrees. Then students create budgets based on the income of each of these educational levels.
This lesson focuses on the problem of truancy and its consequences. First, students discuss why they should attend school. Next, a group of students performs a play comparing two students — one who is truant and another who does well in school. For the activity, there are two options. One is to have students work in small groups to plan and perform skits about the consequences of truancy. The second option is to have students write letters advising a friend on the consequences of ditching school. Then students share and discuss the activity.
This lesson focuses on the problem of bullying and how it leads to other problems. First, students share examples of bullying they have observed or experienced. Then by taking a quiz, students learn more about the problem of bullying and its effects. Finally, students work to address bullying situations and choose options for addressing them.
This lesson focuses on the issue of joining gangs. First, students discuss what they know about gangs. Then, a group of students read a play on the negative consequences of one boy's decision to join a gang. Then students role-play persuading hypothetical students not to join gangs.
This lesson focuses on teaching students refusal skills for at-risk behaviors such as truancy, delinquency, smoking, bullying, and drug and alcohol use. First, students share experiences of friends trying to get them to do something that they knew was a bad idea. Next, five students read a play about refusal skills. Finally, students act out scenarios, demonstrating the use of refusal skills.
This lesson focuses on issues of prejudice, stereotyping and discrimination. First, students read and discuss scenarios that depict instances of prejudice and discrimination. Next, pairs of students are given cards describing either a problem of discrimination or a law to address the problem. Students find the matching law and problem and participate in a closing discussion.
In this lesson, students will be introduced to conflict resolution. They look at three typical ways people deal with conflict: denial, confrontation and problem solving. Students role-play endings to stories demonstrating denial or confrontation and then how the same scenarios play out using problem-solving skills.
This lesson focuses on two common youth crimes: theft and vandalism. First, students learn about the elements of every crime. Next, selected students present short plays to the class illustrating a specific situation where one of these crimes has taken place. After each play, the facilitator leads a guided discussion to help students recognize and describe different consequences associated with each situation. In the next lesson, students apply the refusal skills to make anti-graffiti, theft, or vandalism posters to be hung up at the school.
This lesson provides students an opportunity to apply the refusal skills from Lesson 10 as they create posters showing how to avoid getting involved in the crimes of shoplifting and vandalism. Students will use a comic strip format to illustrate a scenario and the refusal skills.
This lesson focuses on drug and alcohol use and reinforces the refusal skills as students think about different consequences of using drugs and alcohol. The lesson is driven by a PowerPoint presentation that embeds three plays groups of students will perform, as well as an activity in which pairs of students practice the refusal skills. Also contained in the PowerPoint are the Faces of Meth. (Experienced LEAD facilitators will remember the posters from the former version of the curriculum.)
This three-lesson sequence has students prepare for and present a mock trial. In this lesson, the whole class will become jurors as they view and discuss a PowerPoint presentation that provides a simple case of brownie snatching and familiarizes students with trial participants and procedures. The PowerPoint also introduces the concepts of innocent until proven guilty and reasonable doubt.
This is the final lesson of the three lesson sequence. In this lesson, students conduct a mock trial. First, review the trial procedures with students and make the final preparations. Then students present the trial.