Megan Crenshaw
Street Law Model Lesson Plan:
March 4th 2014
LESSON PLAN: Implicit Bias and the Criminal Justice System
Time: 50 minutes
Materials Needed:
1. Note cards (two for each student),
2. Opinion Poll worksheet (one for each student)
3. Five Opinion Poll Station Signs: “Strongly Agree,” “Agree,” “Undecided,”
“Disagree,” and “Strongly Disagree” (Brightly colored signs are recommended)
4. Slideshow projector,
5. Implicit Bias Powerpoint,
6. Whiteboard,
7. Whiteboard markers
8. Internet Access
GOALS:
 Teach students about implicit bias and the effect it can have on our criminal justice
system.
 Teach students how to critically analyze verdicts and statistics in light of the impact of
implicit biases.
 Help students learn how to identify their own implicit biases and combat the effects of
implicit biases.
OBJECTIVES:
KNOWLEDGE:
 What is implicit bias?
 How does it impact each of us?
 How does it impact our justice system?
 How is implicit bias reflected by statistics relating to our criminal justice system?
 What are the current safeguards in place?
SKILLS:
 Critically thinking and analyzing societal issues.
 Speaking in front of peers and clearly articulating thoughts.
 Self-assessment and reflection.
ATTITUDE:
 Implicit bias impacts all of us, every day.
 These biases are often reflected in our criminal justice system.
 Acknowledging and understanding these biases is the first step to addressing
them.
CLASSROOM PREPARATION
1. Distribute class materials BEFORE class begins.
a. Each student should receive:
i. Two note cards
ii. One opinion poll worksheet
2. Place the five Opinion Poll Station Signs in different locations around the room. Make sure the
signs will be visible for the entire class.
3. Pull up the Implicit Bias slideshow on your classroom computer.
The slideshow follows the order of the classroom activities. It is recommended to review the
slideshow before beginning today’s lesson.
4. Pull up the “What would you do? Bike Thief” video in a separate window on the classroom
computer.
CLASSROOM ACTIVITIES:
1. The Opinion Poll Worksheet: (3 min)
a. Inform the class that you will be completing an opinion poll today to find out their views on a
number of different issues.
b. Instruct the class to silently complete their opinion poll worksheet.
i. Names are not required.
ii. They should answer with the first answer that comes to mind.
2. The Opinion Poll Activity: (10 minutes)
You will only be going through the first three opinion poll questions at this time. (Spend roughly
2-3 minutes per question)
a. Explain to the class that during this activity, you will read each statement on the Opinion Poll
worksheet out loud. After you have read the statement, they should move to stand beneath the
Opinion Poll Station Sign that corresponds with the answer they chose on their worksheet.
i. Begin the slideshow. The first Opinion Poll statement should be on the slide.
b. Read the first statement: “An attractive person will always be hired before a less attractive, but
equally qualified person.”
i. After each student has moved to stand beneath the station sign that corresponds with
their answer, ask one or more of the following questions:
1. Why did you choose to stand where you are?
2. What makes you feel so strongly/what prevented you from taking a strong
stance?
3. Would anything cause you to move to another area?
4. How would you respond to what X group just said?
ii. Try to call on at least 3 different groups to explain their response. If you have more
time, ask additional questions.
c. After you conclude the discussion for this statement, pull up the slide show to reveal the actual
statistics relating to the statement in question. Sources for statistics are included in the “notes”
portion of the slide.
i. Ask the students for their thoughts on the actual statistics. Were they surprised?
Disappointed? etc.
d. Repeat this process until you have completed the first FOUR Opinion Poll questions OR you
have exceeded the allotted amount of time for this portion of the class.
3. Defining Implicit Bias (5 min)
a. Have the students return to their seats.
b. Ask: Why do you think these are the statistics? Do we consciously think certain individuals are
bettered prepared, more intelligent, more deserving?
i. Can use as a rhetorical question, or get a few brief student comments.
c. Explain to the students that the ideas they’ve touched on and the statistics they just learned
about all relate to implicit bias.
d. Return to the Implicit Bias Slideshow, and begin walking through the “Implicit Bias” and “Key
Characteristics” slides.
i. You can read the definitions yourself or ask the students to read them depending on the
level of classroom engagement.
ii. Ask the students to explain what each point means and give you some examples if
possible.
4. Implicit Bias and Perceptions of Crime: “The Bike Thief” Activity. (5 min)
a. Explain that now the class will take a look at how these implicit biases might impact the
perceptions of crime.
b. Return to the slideshow and introduce the Bike thief hypothetical
i. Ask students: “Imagine you’re walking in a public park near Ballard, and saw someone
with a saw trying to cut off a bike chain. What would your initial reaction be? What
would you think they were doing?”
1. The answers you want the students to come up with are: “I’d think they were
stealing it,” and “I’d think they lost their key.”
ii. After you get/lead the students to those answers, move to the next slide, and have
students take out one of their note cards.
iii. Tell students to number their note card from 1-10 and SILENTLY write down a “T”
or an “O” for whether they would think the person on the screen is a thief stealing the
bike or the owner who had just lost the key?
i. Show the 10 pictures of people on the slideshow for roughly 3 seconds
each. (see slideshow)
c. Bike thief discussion:
i. Ask students the following questions and write their answers on the whiteboard:
1. What do you think were some of the factors that made you respond
differently?
2. Do you think most of the American population would respond the same way?
5. “What would you do? Bike Thief” video and discussion (14 minutes--12 min video; 2 min
brainstorming session)
see slideshow for video link.
a. Without stopping to discuss the video, return to slideshow and reveal the “Lifetime Likelihood
of Imprisonment Slide”
Walk through the following explanations and question.
i. Explain: This is a look at the likelihood of imprisonment of several different
populations (men, women, blacks, whites, latinos), based on current sentencing statistics
and incarceration data.
ii. Explain: there are multiple reasons that could explain the big differences between the
imprisonment rates of different racial groups and genders. Some people even say that
certain populations are imprisoned more often because they simply commit more crimes.
iii. Brainstorm: Ask students: Based on the video you just saw and what you learned
about implicit bias, what else do you think could be happening? (Write answers on
whiteboard)
1. Answers you could suggest: Maybe they’re committing the same crimes but
people are reacting differently, reporting differently, or stopping them fewer
times. (Like students saw in the video)
6. The Impact of Implicit Bias on Convictions and Sentencing (10 min- roughly 2-3 min. per
question)
a. Transition: Now that we’ve looked at how implicit bias can impact people’s perceptions of
crime, let’s look at how it can impact the convictions and sentences they receive.
b. Have everyone stand up again and resume the Opinion Poll.
i. Ask questions 5-7.
i. Repeat the Opinion Poll procedures detailed above (Classroom Activities, 2 a-d) Return
to slideshow for official statistics corresponding to each question.
c. Have students return to their seats.
7. How do we combat Implicit Bias? Journal Write (3 min)
a. Return to slideshow, and display image of the statue of justice.
b. Ask students to answer the following questions in journal
i. What did you originally select as your answer to opinion poll statement number 4.
“There are fewer females in jail because they commit fewer crimes.”
ii. How did today’s lesson impact your answer? If at all?
iii. How do you think our society can get closer to achieving truly blind justice for all?
Additional time remaining?
8. Discuss the Journal Write
a. Ask students what their ideas are for achieving blind justice for all.
b. Give examples of what is currently taking place:
i. Education and awareness: Some states offer special training for judges,
prosecuting attorneys, and police officers.
ii. Sentencing reform: Some states have set mandatory and minimum sentencing
guidelines for specific crimes in order to prevent judges from arbitrarily applying
the law.
Opinion Poll Worksheet
1. An attractive person will always be hired before a less attractive, but equally
qualified person.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
2. Referees only base their calls on the rules of the game.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
3. Obese people are less likely to be hired than average-weight people.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
4. There are fewer females in jail because they commit fewer crimes.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
5. If a black person and a white person are accused of the same crime, they have an
equal chance of getting convicted.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
6. If a girl and boy are convicted of the same crime, they should get the same jail
sentence.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
7. If a 60-year-old and a 22-year-old are convicted of the same crime, the 60- yearold should receive a shorter sentence.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree