dumais - technology lesson ed tech 501

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Name of Lesson: Should there be a Youth Criminal Justice Act?

Grade Level: 9 Subject: Social Studies Prepared by: Todd Dumais

Overview and Purpose:

Students examine the purposes of the Youth Criminal Justice Act by deciding whether or not the needsof Canadian youth and society in general are well served by treating youth differently from adults.

Educational Standards

9.1.5 analyze the role that citizens and organizations play in Canadas justice system by exploring and reflecting upon the following questionsand issues:

What is the intention of the Youth Criminal Justice Act ? What are citizens legal roles and their responsibilities?

Objectives: Specify skills/information that will be learned

Students will evaluate, critically, ideas, information and positions from multipleperspectives what is the intention of the Youth Criminal Justice Act ?

Students will draw conclusions based upon research and evidence Students will integrate and synthesize concepts to provide an informed point of

view on a research question or an issue Students will communicate in a persuasive and engaging manner through on line

discussions, multimedia presentations and written and oral reports, takingparticular audiences and purposes into consideration

Students will integrate and synthesize concepts to provide an informed point of view on a research question or an issue

Students will listen to others to understand their perspectives Students will make reasoned comments relating to the topic of discussion

Materials Needed:


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Laptop or tablet Access to the internet

Other Resources:

(websites, videos, books, etc.) http://www.tryjudging.ca/teacher.htm#modules http://www.justice.gc.ca/eng/pi/yj-jj/index.html www.cbc.ca/news/background/crime/ycja.html http://www.canadiancrc.com/default.aspx

Information: Give and/or demonstration necessary information

1 Set the context Invite students to suggest a variety of ways that young people from a range of ages, both genders and all family backgrounds occasionally break the law. Clusterthe listed items into four categories: violence, property, driving, substance abuse.

1 Work with case studies Organize students into small groups. Using Google Drive, share and assign eachgroup one of the provided case studies or another case study that reflects a currentissue in your community. Ask groups to read the case study and identify on thedocument the victim of the crime, the nature of the crime and the severity of thecrime. Invite students to write up a reasonable consequence for the crimecommitted.

1 Establish criteria Invite students to work with their groups to develop criteria that they can use toguide their decisions as to what would constitute a fair and reasonable consequence.Remind students that the consequence needs to balance the interests of:

the youth who committed the crime; e.g., their freedom, well-being, long-termprospects

the victim of the crime; e.g., security, well-being, justice society at large; e.g., security, well-being, justice criminal justice system; e.g., ability to protect society and youth, self protection,

efficacy, cost. Students are encouraged to search the internet for examples of fair and reasonableconsequences for youth in Canada who have committed crimes.

1 Some possible criteria students may suggest could include:

is commensurate with the severity of the crime considers the age of the accused
http://www.tryjudging.ca/teacher.htm#moduleshttp://www.tryjudging.ca/teacher.htm#moduleshttp://www.justice.gc.ca/eng/pi/yj-jj/index.htmlhttp://www.justice.gc.ca/eng/pi/yj-jj/index.htmlhttp://www.cbc.ca/news/background/crime/ycja.htmlhttp://www.cbc.ca/news/background/crime/ycja.htmlhttp://www.canadiancrc.com/default.aspxhttp://www.canadiancrc.com/default.aspxhttp://www.canadiancrc.com/default.aspxhttp://www.cbc.ca/news/background/crime/ycja.htmlhttp://www.justice.gc.ca/eng/pi/yj-jj/index.htmlhttp://www.tryjudging.ca/teacher.htm#modules


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allows for rehabilitation protects interests of all stakeholders.

Verification :

Steps to check for student understanding

1 Observation of discussions in the class and on line 2 Using google drive to observe progress 3 Circulate in the classroom to ensure all groups and students are engaged

Activity : Describe activity that will reinforce the lesson

Determine criteria for choosing consequences Ask students open a google drive document and share that document with a partner.Students will work with this partner to sort their responses to the case studies intocategories according to the impact of the proposed consequence.

Ask students to consider who would benefit the most or who would be punished the most.

Ask them to think about whose interests are dominant, such as: youth who committed the crime (freedom, well-being, long term prospects) victim of the crime (security, well-being, justice) society at large (security, well-being, justice) criminal justice system (ability to protect society and youth, self protection, efficacy,

cost). Ask students which of the consequences would best balance the interests of all partiesinvolved.

Gather background knowledge on Youth Criminal Justice Act Students are expected to access the internet and become familiar with the basics of the Youth Criminal Justice Act .

Ask students to use the above link or to find their own on line, students then must copy andpaste into a google drive document sections of the act that serve the interests of fourgroups society at large, the criminal justice system, the victim and the accused. Thisdocument will be saved in their portfolio as part of the notes for this topic. Students willalso use these notes as support for their arguments in the 4 sections discussion. (seebelow)

C
http://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdfhttp://www.johnhoward.ab.ca/pub/youthcrim/youth.pdf


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ase S

tudy #1 Late one summer, John Smith atten


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ded a

party at a f riend's house. At the time,


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John

Smith was 16 years old and was looking


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f orwa

rd to returning to high school the next


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month

. During the party, at which both drugs


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and a

lcohol were consumed, an argument broke


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out b

etween some f riends of the accused and s


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ome u

ninvited young men who had shown up arou


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nd 11

:30 p.m. When the accused attempted to i


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nterv

ene, he was conf ronted by one of the uni


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nvite

d young men. In retaliation, Smith, the


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accus

ed, punched the young man causing him to


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f all

and strike his head. Smith was charged


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with

assault causing bodily harm.

Case Study


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#2 Wh

ile at the mall with a group of f riends,


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Jane

saw a sweater that she had seen in a ma


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gazin

e. It would be perf ect f or her to wear a


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t an

upcoming f amily event. The problem was,


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the s

weater cost considerably more than Jane


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could

af f ord. She decided to try on the sweat


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er an

yway. It was a perf ect f it! Her f riends


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all t

old her how amazing the sweater looked o


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n her

and that she

just had to have it. When


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Jane

stated sadly that she could not af f ord i


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t, so

me of her f riends of f ered to distract th


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e sal

es people in the store so that she could


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slip

the sweater into her bag. Af ter much th


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ought

, Jane agreed. As she headed out of the


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store

, the alarm sounded. She had been caught


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.

Ca

se Study #3

When A. J.

got his driver's l


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icenc

e, he could not wait to take his f riends


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out

f or a drive. On a Saturday evening in th


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e spr

ing, A. J. and a group of his f riends pi


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led i

nto the car and headed out f rom Lacombe


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towar

d Leduc. When they pulled up to a stopli


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ght,

a sporty car f illed with another group o


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f tee

ns pulled up alongside. As they waited f


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or th

e lights, the two cars began to rev thei


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r eng

ines. When the light turned green the sp


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ne, A

. J. stepped on the gas, squealing tires


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, and

his car f ollowed in hot pursuit. The tw


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l abo

ve the speed limit. Suddenly, another ca


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r tur

ned the corner into the path of the spee


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ding

cars. Swerving to avoid a collision, A.J


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.'s c

ar hit the curb, f lew across a lawn and


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smash

ed into the f ront of a house. Luckily, A


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. J.

and his f riends received only minor in

ju


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ries

but the f ront end of the car was destroy


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ed an

d the house suf f ered several thousands o


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f dol

lars in damage.

Hold a Four Corners discussion on a shared Google Drive document Ask students to debate the issue by considering whether or not the interests of all partiesare best served by this legislation. Students should focus on this question: Do we need the

Youth Criminal Justice Act ?

Invite students to go to one of four sections of the Google Drive document labelled withthese headings: Strongly Agree, Agree, Disagree, Strongly Disagree. Students need to usespecific examples and criteria to support their statements.

Notes

Remind students that effective participation in the discussion depends on the followingactions:

base their conclusions on relevant and accurate information support their opinions with sound, clearly articulated arguments remain open-minded and prepared to adjust their positions in the face of convincing

arguments or new evidence.

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