These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

3.1:  Describe the Hands-Off Doctrine and its relevance to corrections

1. Documentation:  In groups of 2-4, outline the separation of powers in the U.S. and how it applies to corrections. Present to the class.
2. Writing:  In 500-800 words, reflect on Ex parte Hull and Cooper v. Pate. How were these rulings critical for shaping corrections? What do these rulings remind us about the evolution of corrections in relation to historical developments.
    

3.2:  Identify key rights inmates possess.

1. Role-playing:  In groups of 3-5, imagine that a case is filed alleging that an institution’s law library falls short of the Bounds standards. Consider the arguments that both the offender (plaintiff) and prison staff (defendants) will make, and what factors the judge’s ruling must reflect.
2. Writing:  Why is it critical that inmates have access to courts, attorneys, and law libraries? Discuss in 500-800 words.
    

3.3:  Evaluate the application of the First, Fourth, Eighth, and Fourteenth Amendments in the Constitution to corrections.

1. Practicum:  In groups of 2-4, document the First, Fourth, Eighth, and Fourteenth Constitutional Amendments and how they apply to corrections. Cite relevant court cases for each amendment, as well as hypothetical examples that would require prison staff to balance both institutional security and inmate rights.
2. Writing:  It is a delicate balance to ensure both inmate rights and institutional security. In 800-1000 words, discuss how Cruz and O’Lone OR Wolff and Baxter reflect this balance.
    

3.4:  Discuss the shift to a more restrained, hands-on approach and the impact of the Prison Litigation Reform Act of 1995.

1. Documentation:  In groups of 2-4, document the gradual evolution to the restrained hands-on perspective. Consider Bell and Rhodes in the context of the penological eras in which they were issued. Present to the class.
2. Writing:  How can court rulings have broader implications for institutional and public safety? Consider the Prison Litigation Reform Act and Brown. Discuss in 800-1000 words.
    

3.5:  Identify and discuss legal liabilities associated with correctional staff.

1. Documentation:  In groups of 2-4, outline the different types of damages and hypothetical situations of where each one might apply. Present to the class.
2. Writing:  In 800-1000 words, discuss why immunity is important, while also considering situations in which it should not apply.
    

3.6:  Explain how prisons have had to change to comply with judicial orders.

1. Practicum:  Imagine a judge recently issued an injunction mandating, among other things, improved treatment towards inmates by your prison staff. What types of actions would you take to ensure you meet this court order? Consider resources needed, goals, and repercussions for failing to meet them. Present to the class.
2. Writing:  In 800-1000 words, discuss the differences between an injunction and a consent decree. Consider situations in which one is more appropriate over the other.
    

3.7:  Apply legal principles to challenges in the field of corrections.

1. Documentation:  In groups of 3-5, outline 3-5 suggestions for institutional reform that federal corrections institutions should adopt to balance constitutional rights and institutional safety. Present to the class.
2. Writing:  In 800-1000 words, discuss current constitutional concerns in the corrections system of your home state. Consider recent rulings, correctional budgets, and the perspectives of the inmates, officers, and the public. Write as if this is either an Op-Ed to a local newspaper or a letter to a policymaker.