This lesson is part of our Searching for Justice series on criminal justice reform.

For a Google doc version of this lesson, click here. (You will need to make a copy of the document to edit it.)

Overview: Many factors make life after release from prison very difficult, including lack of access to housing, employment and education. One part of the criminal justice system that adds to the challenges of post-release life is drug testing, which many states mandate for those on parole, especially after convictions for crimes dealing with alcohol or drugs.

But a joint NewsHour and AL.com investigation found that one state system, Alabama's, can trap people with high fees, difficult scheduling and unreliable tests. In this lesson, students explore the ways drug testing can unfairly burden individuals trying to make a new life as returning citizens.

Subjects:

U.S. History, U.S. Government & Civics, Criminal Justice, Legal Studies

Estimated time:

One or two 50-minute class periods

Grade level:

7th-12th grade

Objectives: Activities

• Students will examine the challenges faced by those individuals formerly convicted of felonies in reintegrating into their communities, including the complications imposed by drug testing.
• Students will discuss the impact of drug testing and similar requirements in reestablishing life after release from jail or prison.
• Students will discuss ways to reduce "recidivism."

Warm-up activity: Think, write, and share with a partner (virtual option – create a Google doc or online discussion – have students write their answers and respond to at least one other student’s answer).

Ask students: What are some reasons that those released from prison or jail sometimes return to prison or jail? What is the impact on those individuals, families and the community when those released from prison reoffend or return to the criminal justice system?

Main activity

Have your students watch the video and answer the questions below.

1. First, have students answer the following factual questions, either in class discussion or as written answers.
   • What is the color code system?
   • What are the inherent obstacles in this program? Relate back to Frank Cobb
   • In theory, why was this system created? How was it intended to help people? Did it work?

1. Read the original reporting from NewsHour and AL.com here .
   • Add to your answers from part 2 as you read the article.
   • What is the role of the government in overseeing this program?
   • Reflect on this quote from Tim Guffey, “It’s like once you get in the system, it’s hard to ever get out of it.” Why does Guffey believe it's hard to get out of the system?

1. Have students pair/brainstorm with a partner, then discuss as an entire class. What resources for "returning citizens" (people returning to a community after prison or jail time) would be most effective in helping them fully leave the criminal justice system, including the obstacles imposed by drug testing?
2. Discuss as a class: What is the impact of recidivism on society? What are the stakes of lowering recidivism among returning citizens?
3. Discuss as a class: What are some ideas students have for reducing recidivism?

Extension activities

This lesson uses a video segment from PBS NewsHour's "Searching for Justice" series. Searching for Justice explores criminal justice reforms unfolding across the country, as the leaders from both sides of the political aisle attempt to end mass incarceration by rethinking laws that some say have become barriers to work, housing, and economic stability.

Click here for more stories in the series and watch for more NewsHour EXTRA lesson content based on Searching for Justice stories.

• If you would like to extend this lesson, click here for a lesson on "collateral consequences" and felony disenfranchisement — the ways those convicted of crimes face limitations to their rights as punishment beyond prison.
• You can also use this lesson to discuss other obstacles facing those who have been released from prison.
  

Tim Smyth teaches 10th and 11th grade social studies at Wissahickon High School in Ambler, Pennsylvania. Smyth has spoken about how he uses comics in his classroom at numerous conferences including Comic Cons in San Diego, New York and Chicago as well as at the Pennsylvania and National Council for the Social Studies conferences. He has also guest lectured at multiple universities and travels the country giving professional development on comics as engaging literature. He also works with the U.S. State Department in a global online exchange program teaching educators and students to use comics to find their voice and to solve pressing global issues. Smyth maintains a comprehensive website and blog on all things comics in education at TeachingWithComics.com.