Unit

2: Judicial System:
How might we best treat Cole Matthews?

GLO: Students will demonstrate an understanding and appreciation of how Canadas
political processes impact citizenship and identity in an attempt to meet the needs of all
Canadians.

SLOs:
9.1.5analyze the role that citizens and organizations play in Canadas justice system
by exploring and reflecting upon the following questions and issues:
What is the intention of the Youth Criminal Justice Act? (C, PADM)
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)

Assessment:
Culminating project-sentencing circle
Quiz at the end

Day Outcomes Topic Learning Activities
October 2 What is the intention YCJA Begin with discussion
of the Youth Criminal about news articles on
Justice Act? (C, page 72-73
PADM) Introduce Unit-Talk
about Cole- what did
he do?
Fair vs. equal
Begin working on
notes
October 3 What is the intention YCJA/Scenarios Finish notes
of the Youth Criminal Go through scenarios
Justice Act? (C, with students so that
PADM) they learn the
different paths that a
young offender can
take.
October 4 How do citizens and Peoples Roles Jigsaw 4 groups. Each group
organizations has a section to do
participate in from the textbook.
Canadas justice Jigsaw
system (i.e., jury Discuss Jury Duty
duty, knowing the current events
law, advocacy, John people having mental
Howard Society, health scares after
Elizabeth Fry being on jury duty.
 Society)? (C, PADM) Discussion
What are citizens
legal roles and their
responsibilities? (C,
PADM)

October 5 Depends on Guest
Scheduling Speaker/current
events
October 6(fri) What is the Project Have students plan
intention of the what they would like
Youth Criminal to say in the
Justice Act? (C, sentencing circle
PADM) Need to be ready to go
How do citizens for Tuesday
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)

October 10 What is the Project/review Do sentencing circle
intention of the Review for test
Youth Criminal Self test
Justice Act? (C, Study guide
PADM)
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)

October 11 What is the Test Test
intention of the Begin Vocab for next
Youth Criminal chapter
Justice Act? (C,
PADM)
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)


 Unit 2 Project
How might we best treat Cole Matthews Case?
To answer this question, we are going to re-create a circle justice. In order
to prepare for the circle justice, you will need to come up with a plan that
you think will bring justice. To do this, answer the question below. Be
prepared to speak during the circle justice. This worksheet is the planning
for what you will speak about.

What is your suggestion for bringing justice? (In other words, what do
you suggest? What should the justice system do? What is your
answer to the unit question?)
What are the goals of the Youth Criminal Justice Act? How does your
suggested treatment for Cole reflect these goals?
After Cole has been arrested, which path should his case take? Why?
What decisions will be made along the way? Who is making the
decisions? (Use the chart on page 67 and 68 to thoroughly describe
this)
How might citizens or organizations be involved in Coles case? What
will there role be? (Ex. Elders, Jury members, advocacy groups,
organizations, community members)

Rubric

Considerations, Criteria Evidence of

concerns, areas that Standards of exceeding standards,
need work Performance excellent areas of
work
What is the intention of
the Youth Criminal Justice
Act? /10
The student describes the goals
of the YCJA and makes insightful
connections between these goals
and their suggested method of
justice. The suggested treatment
accurately aligns with the
structure of the YCJA.

Citizens and
Organizations Role /10
The student accurately describes
the connection between Coles
Case and the role of community
members and/or organizations.
The student demonstrates a clear
understanding of the roles and
responsibilities of different
community members in the
justice system.
9.S.4 demonstrate skills of
decision making and
problem solving: /10
The student is able to propose
and apply strategies or options to
solve problems and deal with
issues. The student is able to
propose and apply new ideas
and strategies, supported with
facts and reasons, to contribute
to problem solving and decision
making.
9.S.5 demonstrate skills of
cooperation, conflict
resolution and consensus
building: /10
Student works hard to achieve
consensus and resolve conflicts
peacefully and equitably. The
student demonstrates a positive
attitude regarding the needs and
perspectives of others.

/40
Instructions for the Mediator
Once you have answers for all of the above questions, the person designated as the Mediator in the
group will start the role play of the meeting. Here is an outline of the main steps that should be
followed.
Ask the participants to introduce themselves.
Ask the offender to describe the harm done - what was done and the damage caused.
Ask the victim(s) to talk, one at a time, about the harm done to each of them, and the feelings that have
arisen from the harm.
Once everyone has had a chance to speak, work with the group to come up with a resolution
agreement. This is a list of things the offender agrees to do that everyone is satisfied is within the
offenders ability to repair the harm done, and that satisfies the victims as far as possible. Write
down
these requirements so that you can share them with the class after the re-enactment.
For example, the offender might be required to do community service, provide financial compensation,
participate in mandatory counselling, or agree not to have any contact with a certain group. Make sure
your resolution agreement is very specific, so that none of it can be misinterpreted.