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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, Defence, Prosecution, Witness, Attorney, Judge

Learning Projects:

Expert
Expert
Groups
Groups
MicroMicroTeach

Three
Part
Three Part
Venn
Diagram
Diagram
Court
Court
Room
Room
Simulation
Response
Response
to Letter
Letter
to
from
from a
a
Concerned
Concerned
Constituent
Constituent
.
.

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_verd
ict_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.

What is the purpose of the institution/organization?

II.

What questions or issues are implied by the existence of the


institution/organization?

III.

What information (facts and data) is important to


understanding this institution/organization?

IV.

What is the point of view of someone participating in this


institution/organization?

V.

What concepts (big ideas) do you need to know in order to


understand this institution/organization?

VI.

What assumptions are being made (is there anything being


taken for granted)?

VII.

What conclusions can be made about this


organization/institution?

VIII.

What are the consequences and implications of those


conclusions?

Social 9

Unit 2: Criminal Justice System

Desrochers

Social 9

Unit 2: Criminal Justice System

Desrochers

Jury Duty
Purpose

Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Conseque
nces

Social 9

Unit 2: Criminal Justice System

Desrochers

John Howard Society


Purpose
Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Conseque
nces

Social 9

Unit 2: Criminal Justice System

Desrochers

Elizabeth Fry Society


Purpose
Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Conseque
nces

Social 9

Unit 2: Criminal Justice System

Desrochers

Elders and Youth Justice Committees


Purpose
Question/Issue

Information

Point of View

Concepts

Assumptions

Conclusions

Implications/Conseque
nces

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?

Youth Criminal Justice Act

Criminal Code of Canada

Young Offenders Act

Social 9

Unit 2: Criminal Justice System

Desrochers

Component Project: Court Room Simulation (9.1.5.3)


We will work through one of the scenarios as a class. You will then be
divided into groups to work through your own court case.

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