Vous êtes sur la page 1sur 8

Social 9

Unit 2: Criminal Justice System

Desrochers

Unit Briefing: Criminal Justice System


Now that you have a basic understanding of the way that Canadas federal political system is structured. Your next task as politicians in training will be to examine the justice system. As a youth member of parliament you will be representing the youth from your riding and helping to make the laws that affect them. To make sure you understand how the laws you create will impact their lives you need to understand how laws work, and are applied; as well as look at how we go about dealing with those who break the laws.

Objectives:

9.1.5 Analyze the role that citizens and organizations play in Canadas justice system by exploring and reflecting upon the following questions and issues: How do citizens and organizations participate in Canadas justice system (i.e., jury duty, knowing the law, advocacy, John Howard Society, Elizabeth Fry Society)? (C, PADM) What are citizens legal roles and their responsibilities? (C, PADM) What is the intention of the Youth Criminal Justice Act? (C, PADM)

Vocabulary Terms:
Fair, Equitable, Justice, Justice System, Validity, Legislation, Community Service, Criminal Record, Sentence, Rehabilitate, Reintegrate, Jury Duty, Advocacy

Learning Projects:

Expert Groups Micro-Teach


Response to Letter from a Concerned Constituent.

Three Part Venn Diagram

Social 9

Unit 2: Criminal Justice System

Desrochers

Unit Project: Justice System Constituent Response (Summative) 9.1.5


As a member of parliament you serve as one of the main ways that citizens can access their government. This means that your constituents will often write you letters asking for your help or voicing their concerns. For this task you must respond to the situation in the story read to you in class. You will imagine that the grandmother in the story has written you an impassioned letter and is extremely worried about her grandson. Respond to her concerns with empathy and by addressing the following questions: Your response must be empathic and understanding of her situation How will the justice system probably treat the young man? What are possible paths he might take? What are the possible outcomes? To what extent are these outcomes fair and equitable? How are the consequences different for him than an adult or a youth in the past To what extent he may receive help from citizens or other organizations? Is there any way he can avoid a criminal record?

Total

/36

= 3 each for check boxes (24), and 2 marks for each intellectual standard (12)

Social 9

Unit 2: Criminal Justice System

Desrochers

Component Project: Micro Teach Presentation (9.1.5.1-2) In a small group (4) prepare a small lesson, or a role-play, which explores the roles and responsibilities of citizens and organizations in the justice system. You will be examine the reasoning behind of the following institutions or organizations. A. Jury Duty pp79-81 http://www.thestar.com/life/food_wine/2013/04/03/the_verdict_is_ in_on_jury_duty_it_rocks.html B. The John Howard Society pp82-83 http://www.johnhoward.ca C. The Elizabeth Fry Society pp82-83 http://www.elizabethfry.ca D. Elders and Youth Justice Committees pp84-85 http://www.yrap.org You will have two class periods to prepare. Draw your research from flipped lessons, in class discussion, the Internet, or from your textbook (pp79-89). Your presentation must be between 5 and 10 minutes long and address the following questions: I. II. III. IV. V. VI. VII. VIII. What is the purpose of the institution/organization? What questions or issues are implied by the existence of the institution/organization? What information (facts and data) is important to understanding this institution/organization? What is the point of view of someone participating in this institution/organization? What concepts (big ideas) do you need to know in order to understand this institution/organization? What assumptions are being made (is there anything being taken for granted)? What conclusions can be made about this organization/institution? What are the consequences and implications of those conclusions?

Social 9

Unit 2: Criminal Justice System

Desrochers

Jury Duty Purpose Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Consequences

Social 9

Unit 2: Criminal Justice System

Desrochers

John Howard Society Purpose Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Consequences

Social 9

Unit 2: Criminal Justice System

Desrochers

Elizabeth Fry Society Purpose Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Consequences

Social 9

Unit 2: Criminal Justice System

Desrochers

Elders and Youth Justice Committees Purpose Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Consequences

Social 9

Unit 2: Criminal Justice System

Desrochers

Component Project: Triple Venn Diagram(9.1.5.3) Individually, using the flipped lesson, your textbook (pp56-73), in class discussion and materials to examine the goals and application of criminal law in Canada. Organize your information into the Venn diagram below Think In what ways are the goals of these laws similar or different? In what ways is the application of these laws similar or different? In what ways are the effects of these laws similar or different? Which laws are in use currently? Whom do these laws affect? To what extent are these laws fair and equitable?

Youth Criminal Justice Act

Criminal Code of Canada

Young Offenders Act