This page includes Brennan Center for Justice articles about debt and the criminal justice system, links to outside resources and a toolkit for taking action.

Juvenile Law Center: Debtors’ Prison for Kids”

https://debtorsprison.jlc.org/#!/state/maryland

This is a multimedia report on juvenile justice statutes in all 50 states. It discusses the cost of court-appointed counsel, including fees for public defenders.

The Marshall Project: “Debtors’ Prison”

https://www.themarshallproject.org/records/876-debtors-prison

This is a curated collection of articles from around the web about the issue of debtors’ prisons.

See also the Marshall Project’s FAQ about the history of debtors’ prisons: https://www.themarshallproject.org/2015/02/24/debtors-prisons-then-and-now-faq

National Public Radio: “Guilty and Charged”

https://www.npr.org/series/313986316/guilty-and-charged

A special series from NPR reports on court fees and the criminalization of poverty in the United States.

Racism/Media Representation

Color of Change: “A Dangerous Distortion of our Families: Representations of Families, by Race, in News and Opinion Media”

https://colorofchange.org/dangerousdistortion/#key_findings

This extensive January 2017 report by Travis L. Dixon from Color of Change investigates how national and local news outlets present inaccurate and racially biased coverage that perpetuates prejudice against black families.

STANDARDS

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

SL.9-10.1, 11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade level topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL. 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL. 9-10.3 Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

R.I. 11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

W.9-10.2,11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

McREL (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning)

Civics, Standard 19, Level IV (Grade 9-12) 7: Knows how to use criteria such as logical validity, factual accuracy, emotional appeal, distorted evidence and appeals to bias or prejudice in order to evaluate various forms of historical and contemporary political communication (e.g., Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?," Chief Joseph's "I Shall Fight No More Forever," Martin Luther King, Jr.'s "I Have a Dream," campaign advertisements, political cartoons).

- Civics, Standard 21: Understands the formation and implementation of public policy.
- Historical Understanding, Standard 1: Understands and knows how to analyze chronological relationships and patterns.
- Historical Understanding, Standard 2: Understands the historical perspective.
- Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.
- Thinking and Reasoning, Standard 3: Effectively uses mental processes that are based on identifying similarities and differences.

This lesson plan was reviewed by Rebecca Gorley of Arch City Defenders, a nonprofit civil rights law firm.

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