Documentos de Académico
Documentos de Profesional
Documentos de Cultura
12
Title of Unit Criminal Law Grade Level
Law 30 13 lessons
Subject Time Frame
Kassidy MacPherson
Developed By
Building Lifelong Learners - Throughout the course of this unit on criminal law students will ideally be intrigued by some of the concepts, case studies,
or laws that arise in our studies. In showing them that it can be rewarding, fun, and interesting to learn about these such concepts students may be
prompted to continue their studies in these areas or areas branching off of the concepts covered in this unit. This unit will also equip students with
strategies to critically analyze information surrounding criminal law as they encounter it in the media/news over the course of their lives.
Building a Sense of Self and Community- Through understanding the criminal laws students will become more aware of the social implications and
values that hold us together in society. In gaining an increased understanding of social values, morals, and protective goals students will be able to
more thoroughly appreciate, recognize, and perpetuate these same values in their own communities.
Building Engaged Citizens- Given the social activist nature of the content of the criminal law unit students will get a practical look at the systems that
govern our society. Through case studies, field trips, and evaluations of laws students will be able to tangibly experience the influence they can have in
these systems. By understanding these systems students will be challenged to reflect on changes they would make and to recognize the reasoning
behind our laws and models of justice.
Developing Identity and Interdependence- Through a number of individual research assignments and inquiry-based opportunities students will be
encouraged to focus their time and attention on issues and content that are of specific interest to them. This focus on individualized interest will help
build a sense of independence and identity.
Develop Literacy- Students will be given ample opportunity to advance their literacy relating to technology and inquiry-based study, as well as their
literacy of social structures and societal values. In incorporating case studies, controversial issues, and current events students' media literacy and
literacy in critical synthesizing real-world information will be furthered.
Developing Social Responsibility- Students will develop their social responsibility as they realize that their opinions and voices can have implications in
their communities. As their understandings of their own societies increase they will be better equipped to critically and respectfully engage with social
issues around them.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
*outcomes are annotated as curriculum outlines great detail in objectives. Annotations are directly from curriculum and summarize
objective outcomes (direct copy-paste of objectives was many pages long)
Concepts and Knowledge Objectives
- Crime
- Non-criminality
- The Criminal Code
- Quasi-Criminal Law
- Criminal Procedure
- Due Process
- Legal Rights (including charter of Rights and Freedoms)
- The Adversarial System
- Models and Philosophies
- Demographics and Values
- Actus Reus, Mens Rea and Habeas Corpus
- Liability and Due Diligence
- Offences against people, property, morality, involving automobiles, and drug offences
- Arrests and Charges
- Presumption of Innocence
- Prosecution
- Summary Conviction Offences, Hybrid or Dual Offences, and Indictable Offences
- Defences
- Independence of the Judiciary
- Alternative Sentencing
- Parole
- Morality- know that morality is based on a number of principles
Skills/Abilities Objectives
- Develop and apply criteria as a basis for making value judgements
- Apply skills of dialectical evaluation
- Compare and contrast the adversarial system to other systems
- Apply the moral tests of role exchange, universal consequences, and new cases
- Apply Inquiry Skills
- Gather information from statistical data
- apply writing skills to develop a position paper
- Use effective reading skills to analyze data
- Differentiate between levels of intent
Values Objectives
- Appreciate that variance of opinion exists regarding the purposes of the criminal justice system
- Appreciate that the criminal justice system is a tool of social policy
- Appreciate that models are simplified representations of reality
- Contemplate various theories regarding causes of crime
- Clarify personal viewpoints regarding causes of crime
- Appreciate the three fundamental principles of the criminal justice system include presumption of innocence, fair and open trial, and burden of proof
beyond a reasonable doubt
- Identify the moral values portrayed through criminal law
- Appreciate that criminal laws reflect the moral values of society in context of time and place
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre- and/or behaviours that students will be able to exhibit as a result of their
requisite knowledge that students will need for this unit. work in this unit. These will come from the indicators.
Students will know… Students will be able to…
- The components involved in Canada's judicial system - Evaluate laws and controversial issues in a critical manner
- The values and morals instilled in Canadian society that guide our laws - Understand the foundations of Canadian law and judicial system
and the way we deal with criminal activity - Defend their beliefs and opinions regarding criminal offences and
- Specific systems and demographics relating to crime and judicial systems current events
in Saskatchewan and Canada - Apply their knowledge of Canada’s Criminal Code of Law and judicial
- How to evaluate laws and controversial situations in a professional and systems to real-life situations
critical manner - Utilize inquiry based learning strategies to further their understandings
- About specific laws and reasoning behind these laws that are pertinent to of specific laws and cases
Canadian society
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity
in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their
understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
G – Goal Students will gain information and strategies throughout the term that will enable them to recognize, critique,
What should students accomplish by and justify their beliefs regarding Canadian Criminal Law. Given the practice available to students throughout
completing this task? the unit via case studies, application assignments, and field trip(s), students will be required to analyze a real-
life case relevant in recent Canadian law. Students will take a critical omniscient perspective in critiquing a case
R – Role from Canadian law and justifying the outcome and defence strategy that they would take if they were to try
What role (perspective) will your students
the case. All students in the class who have demonstrated genuine understanding of the content and who have
be taking?
participated in case studies and field trips will be able to take what they have learned and apply it to this
particular assignment and to other relevant cases that may appear in the media or news. Ultimately this will
A – Audience help students demonstrate and practice an ability to integrate and apply their learned information into the
Who is the relevant audience?
controversy of relevant current events and case studies.
S – Situation
The context or challenge provided to the
student.
P – Product, Performance
What product/performance will the
student
create?
A rubric for the summative assessment itself can be included, however this performance task will emphasize
S – Standards & Criteria for Success students’ ability to translate their knowledge to make informed opinions and judgement about real-life cases
Create the rubric for the Performance Task
and controversies surrounding criminal law.
A summative assessment assignment will have students compose a Students will self-assess through quick writes and reflective pieces
defence strategy for a Canadian case, and will have them justify their throughout the unit. They will also be challenged to address their own
choices using course content. Smaller assignments such as assignments, beliefs and possible biases in the opinions they hold. This will allow
written components, and case studies will help students learn how to students to be cognizant of their learning and will encourage them to
complete this process and to recognize why it is important. Throughout recognize the practicality of what they are learning.
the unit formative assessments such as quick writes, class polls, and
group discussions will assess students progression to an ability to make
these critical translations of content to real life scenarios.
I expect that many of the students in my class (most likely grade 11’s and 12’s) will have had little formal education surrounding criminal law despite
the opinions they may hold coming into the course. I do expect and hope that many students will have a natural interest in the area of criminal law
and crime, as it is a hot-topic and one of high interest for much of the population, but they will most likely be under-educated thus far as to why they
think what they think, why Canada and Saskatchewan’s justice system and laws operate the way they do, and why it is so important that we develop
understandings in these areas concerning criminal law. To make sure students understand what we will be learning and what the ultimate goals for
their learning are I will include brief yet informative roadmaps at the beginning of each lesson as well as an explanation/discussion about the relevance
of each topic. I believe that linking the concepts of the criminal law unit to real-life examples and applications for my students will allow them to more
naturally absorb the information to be learned and will more likely serve as a catalyst for further interest and social action in these systems. My
students will almost undoubtedly have experienced news clips, Facebook articles, and many debates about highly debated criminal cases and
happenings- for example the Netflix documentary Making a Murderer, or the recent and relevant case of Colten Boushie that has recently been source
for heated debate and personal connection for many individuals. What they are less likely to bring to the unit, however, is a coherent understanding of
the reasoning behind differing laws, systems, and judgements and an ability to justify their beliefs around such topics. This unit will explore the basic
concepts and systems surrounding Canadian and Saskatchewan criminal law and will equip students with methods of critical analysis that will allow
them to be more confident and informed when dealing with real-life situations relating to criminal law. The unit will also incorporate many case studies
to amplify the connections and application of knowledge that students will make. I anticipate that the best learning for this unit will come through a
combination of academic learning of concepts and structures, inquiry-based applications involving case studies to put this knowledge to practical use,
and also the incorporation of place-based pedagogy in incorporating advise from experts (whether local or via documentary), and a field trip the local
courthouse to see some of their learned concepts in action. I believe that the combination of these different presentations of information and
experience will best serve the variety of learner that is expected in any classroom.
How will you engage students at the beginning of the unit? (motivational set)
I will begin this unit by playing a 5 minute youtube video on The Innocence Project (https://www.youtube.com/watch?v=Cgg35eNBllA) to grab
students’ attention and pull them into the concepts surrounding criminal law. By showing a video on the innocence project (which aims to overturn
wrongful convictions) I will not only highlight why criminal law is important (at protecting our societies but also in protecting those involved in- or
presumed to be involved in- crimes) but also to touch on some of the main concepts that will be explored in the unit (ex innocent until proven guilty,
demographics of crimes, sentencing process, differences in offences, etc).
I will then offer students a brief roadmap of the unit ahead: that we will learn what crime is, how Canada defines and handles crime, different types of
offences and defences, who is most commonly involved in crime, and how Saskatchewan handles the processes involved with criminal law.
After this brief explanation of the unit on Criminal Law students will ideally be intrigued and excited to learn about criminal law (as it is a hot topic) and
will be briefed on where we are headed and why it is important that we learn about these concepts/systems.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will
you equip them with needed skills and knowledge?
PGP 1.3 a commitment to social justice and the capacity to nurture an inclusive
and equitable environment for the empowerment of all learners;
2.1 knowledge of Canadian History, especially in reference to Saskatchewan and
Western Canada;
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
6 1. Reasons for Crime (40 minutes)
- discussion/lecture on current research and theories on criminal activity will be explored. A
multidisciplinary approach will be taken as research from the fields of psychology, criminology,
sociology and more are compiled to try to explain why crime occurs.
- We will discuss 6 theories of criminology (classical, biological, phsychobiological, psychological,
sociological, and interactionist theories)- students will be provided with a chart to fill in details
on the 6 different theories
2. Demographics (15 minutes)
- We will then examine the demographics of Canadian crime statistics and identify patterns and
relationships between conviction rates and different factors (ex poverty, race, education level,
area of residence etc) Innocence
3. FNIM Crime Rates (20 minutes) Project
- We then proceed to discuss the imbalance of FNIM crime rates in Canada. Students will be website for
prompted to reflect on the reasoning they believe is behind this imbalance review
- Special note will be given to crime rates on reservations. Class discussion will be prompted:
Why do we think these rates are different than those of broader Canada? What might this say DII, DL,
Who Are the Index Cards
about our justice system? What might this affirm about stereotypes and ideals in our society? DSR
Criminals?
4. Wrongful Conviction (40 minutes)
- Students will be asked to rely on the knowldge they learned during the lesson on the chart/sheet
Presumption of Innocence to explore wrongful conviction as it intersects with demographics. A for 6
class discussion and exploration of the Innocence Project website will take place in class time. theories of
- students will be required to complete some research to gain a comprehensive understanding of criminology
crime statistics in Canada. Following a work period to compile what information they feel is
prevalent, we will compile what we have learned through our individual research in an index-
card-bulletin board. Everyone will contribute a minimum of 3 index cards of information related
to crime statistics. This way students are able to gain skills in individual research yet they can
learn from the shared wealth of knowledge that they have learned as a class.
PGP 1.3 a commitment to social justice and the capacity to nurture an inclusive and
equitable environment for the empowerment of all learners;
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspective into all teaching areas
7 1. Intent (20 minutes)
- Definitions of Intent and Liability will open the class as I will explain what we will be learning in
the upcoming lesson.
- Discussion and lecture will explore the different types of offences as they pertain to level of
intent and Liability: we will discuss Non-intent offences, strict liability offences (primarily quasi-
criminal offences) which are concerned with the safety of the public as opposed to prosecution
of an offender, where, and absolute liability offences (regulatory offences) which are more
concerned with offenders and offer no defence (ex failing to stop at a stop sign).
- Will then discuss Due Diligence in a brief lecture portion
2. Types of Offences (30 minutes)
handout
Intent and - We will go over different types of offences that are outlined in the Criminal Code of Canada
DT, DL regarding
Types of - These include offences against people, against property, against morality, involving
intent levels
Offences automobiles, and being party to an offence.
- A jigsaw activity will be used for students to brainstorm examples of offences that would fall
under their assigned category. Groups will be made either alphabetically or by desk row- then
students will share the examples they came up with.
3. Classifications of Offences (15 minutes)
- We will discuss the three classifications of offences: Summary conviction offences, hybrid/dual
offences, and indictable offences. Criteria for each classification and examples of each will be
discussed in class.
PGP 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that
brings learner needs, subject matter, and contextual variables together in
developmentally appropriate, culturally responsive and meaningful ways
9 1. Introduction and Definition to Defences (15 minutes)
- We will discuss that a defence is any denial or answer to a charge against an accused person.
A defence is a legally recognized excuse for criminal conduct.
- After this brief introduction to defences, students will fill in the “K” portion of their KWL charts
to show what they believe they already know about defence from movies, the news, personal
experience, and/or the media
2. Fourteen Defences to Criminal Charges (30 minutes)
- We will then delve into the many different type of defences recognized under Canadian law
and provide brief examples for each type of defence. Students will fill out a handout that
outlines each type of offence
- The defences to be discussed are as follows: no criminal state of mind, automatism, alibi, self-
defence, defence of property, duress, provocation, mistake of fact, mistake of law, mental KWL Charts
Defences to disorders, necessity, intoxication, special pleas, and entrapment and abuse of process.
Criminal - After they have heard the different defences under Canadian criminal law, students will fill in DT, DL
Charges the "W" portion of their KWL charts with any questions they have or things they hope to learn defences
- Students will be required to complete individual research in class (and then take home what handout
they have not finished) and find an example case from Canada in the past 10 years that falls
into one of these categories. They will need to come prepared to share their findings with the
class in a discussion circle the next day
3. Discussion Circle (30 minutes)
- A discussion circle will take place for students to share the cases they found which fall under
the categories of defence
- Following the discussion circle students will complete their KWL chart by filling in the "L"
column.
PGP 3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their
growth as social, intellectual, physical and spiritual beings.
10 1. Saskatchewan’s Levels of Criminal Court (20 minutes)
- We will discuss the three levels in SK- the Provincial Court, the court of Queen's Bench, and the
Court of Appeal
- I will lecture on the progression through the levels of court- should a case require multiple
levels.
- We will also take time to explore the four divisions of SK Provincial Court (criminal ,youth,
family, and small claims)
- The process of election and preliminary inquiry will also be discussed, as accused individuals
may choose to be tried by a judge and jury or to go straight to the Provincial or Queen’s Bench handout
Court. Why would someone choose this alternative? Students will be asked to brainstorm as a 2.13 on the
class in a think-pair-share.
Levels of Court
2. Supreme Court of Canada (10 minutes) DII, DL,
Criminal Court System in
- We will discuss when the Supreme mCourt comes into play, who is involved in the decisions at DT
in SK Canada
this level, and what a case must consist of in order to reach this level of court system.
- Students will then be given a handout summarizing these levels of court in SK and Canada
3. International Comparison (15 minutes)
- We will discuss the differences between nations’ judicial and court systems and specifically
evaluate the differences between Canada and America in the process of enacting judges. In
Canada judges are appointed whereas in America they are elected. We will discuss the
reasoning and implications of this difference
PGP 2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
If one is available, I will use a mic and speaker system for students who may benefit
from this sort of system (those with hearing impairments, behavioural issues, etc).
These students will be challenged to apply their skills more readily in more case
studies and will be encouraged to more often incorporate examples from current
events and relevant media.
They may also be asked to take on the role of more components involved in the
criminal justice system in reflective writing pieces.
Finally, they will be given opportunity to write to members of the judicial system to
share their thoughts and opinions on current events.
Instructional Approaches: I believe that I included a variety of instructional methods that will work to engage
Do I use a variety of teacher directed and student students in all aspects of learning. While a lecture style of instruction is used often
centered instructional approaches? throughout the lesson plans, group discussion will be regularly incorporated to allow
students to relate to their learning and engage more directly with content. Lessons
regularly require students to engage with their peers, relate course content to media
and current events, and reflect on the concepts they have been learning.
Resource Based Learning: Students will have access to nearly infinite online resources and as their literacy in
Do the students have access to various resources on recognizing reputable sources increases through this unit (and other courses) they will
an ongoing basis? be able to explore what information most interests them.
The resources and handouts I provide to students throughout the unit will also
provide a stable basis of information for students to refer to.
I will also try my best to offer holistic understandings to students relating to course
material, but will emphasize my reliance on experts and reliable sources, thus
emphasizing the importance of being a lifelong learner.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
Personal Reflections:
- While I do believe my Assignment 2 lesson plan was a strong and complete lesson plan, I have already decided that altering it slightly to add more content will allow for
a nicer flow of the unit in the small time allotted in the curriculum to this unit (20-25 hours maximum),
- Based on the advice of my classmates/colleagues, a friend who teaches at Mount Royal, and the “other Angela” (from the seminar section to which I am assigned in your
absence), I have designed my unit and lessons to tie into the updated CCC’s and BAL’s. While the Law30 curriculum does not articulate its overarching goals using the
same discourse, I have been advised that there is enough overlap in objectives to use the updated terminology in my planning using the old curriculum. I have cross
referenced the updated goals/aims of similar units in social studies with the “common learning essentials” and “foundational objectives” of Law30 to ensure that the un-
derlying goals are indeed similar in nature.
- I find the incorporation of real-life case studies and inquiry based work surrounding real-life examples to be of the utmost importance regarding units such as this one.
Criminal law is so often a source of controversy, conflict, and debate in everyday life that students should be familiar with real-life examples in order to more easily trans-
late what they are learning in class about Canada’s criminal law systems into their own opinions. Allowing students to engage with their own communities (whether local
or national) will, ideally, increase their interest in Canadian criminal law and will better equip them to justify their own opinions and beliefs. Relying heavily on inquiry
based learning in case-study scenarios will allow students to guide their foci in whatever direction may interest them most.