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Unit Plan
Robyn Pugh

Subject: Social Studies Grade: 9

Unit/Topic: Chapter 2- Youth Justice Unit Duration: 12 classes

1. Unit Overview Critical Inquiry Question

What sentences appropriately respond to youth crime?

2. General Learning Outcomes for Unit

9.1 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.

3. Key Concept(s) for Unit

Youth Criminal Justice Act
Criminal Code of Canada
Fair and Equitable
Rehabilitation
Circumstances behind crime
John Howard Society
Elizabeth Fry Society

4. Culminating Task Description

Mock Community Forum:

Have students participate in the process of sentencing a youth. In groups they will be
given a case study that they must prepare to act out for the class. Students will focus on
the need to find root cause of actions and rehabilitation as consequence. The
sentencing they hand out to the youth will need to be meaningful and realistic.
Students will be required to hand in a brief before the performance in class that outlines
the case, the root cause, the sentencing/verdict, and a rationale for the sentence/verdict
that will be delivered.
Students will also be marked based on their performance of the sentencing circle on
presentation day. This assessment will be based on their communication of their ideas
to classmates. Different members of the group will be given different roles (delinquent,
parent/guardian, victim, community member) however all are expected to speak at
some point. Cases studies will be given out to specific groups based on ability and
confidence with the topic.

5. Specific Learning Outcomes for Unit

Knowledge:
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:
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- How do citizens and organizations participate in Canadas justice system (i.e., jury
duty, knowing the law, advocacy, John Howard Society, Elizabeth Fry Society)?
- What are citizens legal roles and their responsibilities?
- What is the intention of the Youth Criminal Justice Act?

Values and Attitudes:

9.1.1 Appreciate the impact of the Canadian Charter of Rights and Freedoms on rights
and governance in Canada

9.1.2 Appreciate the various effects of government policies on citizenship and on

Canadian society

9.1.3 Appreciate how emerging issues impact quality of life, citizenship and identity in
Canada

Skill:
9.S.1 Develop skills of critical thinking and creative thinking:
Determine the validity of information based on context, bias, source, objectivity,
evidence or reliability to broaden understanding of a topic or an issue
Evaluate, critically, ideas, information and positions from multiple perspectives
Demonstrate the ability to analyze current affairs from multiple perspectives
Re-evaluate personal opinions to broaden understanding of a topic or an issue
Generate creative ideas and strategies in individual and group activities
- access diverse viewpoints on particular topics by using appropriate
technologies
- assemble and organize different viewpoints in order to assess their validity

9.S.4. Demonstrate skills of decision making and problem solving:

Take appropriate action and initiative when required in decision-making and problem-
solving scenarios
Participate in and predict outcomes of problem-solving and decision-making scenarios
Propose and apply strategies or options to solve problems and deal with issues
Propose and apply new ideas and strategies, supported with facts and reasons, to
contribute to problem solving and decision making
- articulate clearly a plan of action to use technology to solve a problem
- identify the appropriate materials and tools to use in order to accomplish a plan
of action
- evaluate choices and the progress in problem solving, then redefine the plan of
action as appropriate

9.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building:

Demonstrate leadership in groups, where appropriate, to achieve consensus and
resolve conflicts peacefully and equitably
Demonstrate a positive attitude regarding the needs and perspectives of others
- access, retrieve and share information from electronic sources, such as
common files
- use networks to brainstorm, plan and share ideas with group members
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9.S.6 Develop age-appropriate behaviour for social involvement as responsible citizens

contributing to their community, such as:
Develop leadership skills by assuming specific specific roles and responsibilities in
organizations, projects and events within their community

9.S.7 Apply the research process:

Reflect on changes of perspective or opinion based on information gathered and
research conducted
Integrate and synthesize concepts to provide an informed point of view on a research
question or an issue
Develop a position supported by information gathered during research
Draw conclusions based upon research and evidence
Determine how information serves a variety of purposes and that the accuracy or
relevance may need verification
Organize and synthesize researched information
Formulate new questions as research progresses
Practise responsible and ethical use of information and technology

9.S.8 Demonstrate skills of oral, written and visual literacy:

Communicate in a persuasive and engaging manner through speeches, multimedia
presentations and written and oral reports, taking particular audiences and purposes
into consideration
Elicit, clarify and respond appropriately to questions, ideas and diverse points of view
presented in discussions
Make reasoned comments relating to the topic of discussion
Listen to others to understand their perspectives

6. Essential Resources
- Alberta Program of Studies: outlines the outcomes students are supposed to meet
over the course of the unit
- Issues for Canadians: grade 9 textbook.
- John Howard Society: website with teacher resources for teaching about the YCJA
http://www.johnhoward.ab.ca/teachers/online-resources/the-youth-criminal-justice-act/
- Elizabeth Fry Society: website with a list of the programs this organization offers
http://elizabethfrycalgary.ca/programs/
- Youth Criminal Justice Act Prezi: great slideshow on the YCJA, goals of this act, rights
of youth, reasons for court, possible consequences and exceptions. By J Good
https://prezi.com/gpidnpztmfjb/ss9-cycja/
- Department of Justice on YCJA : facts and information about the YCJA. Has data on
crime rates pre and post the YCJA integration http://www.justice.gc.ca/eng/cj-jp/yj-
jj/tools-outils/back-hist.html
- Department of Justice YCJA educational tools: links to documents on the various
aspects of the YCJA, includes videos, fact sheets lesson plans
http://www.justice.gc.ca/eng/cj-jp/yj-jj/tools-outils/index.html
- New Brunswick YCJA video: this video will be shown to the class and will be the model
for the performance task https://www.youtube.com/watch?v=l3FylzDUQqU

7. Possible Learning Activities

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Venn Diagrams for justice legislation: how they are the same or different. The purpose,
goals and programs they offer. Can be done on computers or based on information
printed out by teacher.

Current Events: as a class read a criminal case in the news. Discuss the charges that
were given, reasons for the charges, why it might be different if they were tried as a
youth vs. adult.

Chapter reading guide: introduction to unit as whole. Define important terms and
become familiar with the YCJA, CCC, jury duty, and justice organizations.

Charter and Justice connection activity: have students in groups, identify which rights in
the charter would be considered their legal rights. Get to them restate them in friendly
words. Have students share their simplified rights. Write them down on the smart board
so students can see their legal rights.

Your Rights Jigsaw: students go through the rights they have as a youth who has been
arrested. In pairs students will look at one of the rights they have. They will discuss and
record why such a right is important. Students will then mix up into groups of 4 and
share their right and its importance.

Case-by-Case: students will line up based on the sentence they think a criminal should
have. One side is no consequences; middle is community service, counseling/support
programs; other side is jail. First the crime done by an adult, then the same crime done
by a youth. If students move ask why they moved. Then have a class discussion on
reasons the YCJA was created.

8. Lesson Overviews:
Lesson #1: Canadian Values article analysis- article that helps students make
connections and work on important social studies skills

Lesson #2: Intro and Chapter 2 Reading Guide- Start off with case-by-case line up
activity. Then students will begin working on a reading guide for the chapter.

Lesson #3: Chapter 2 Reading Guide- Students will finish the reading guide. They will
be expected to hand in the guide at the start of the next class.

Lesson #4: Charter Connection- Students will explore the Charter of Rights and
Freedoms. They will examine the legal rights section and come up with their own
phrasing for these rights.

Lesson #5: Intro Mock Community Forum/Sentencing Circle- Students will be given the
performance task for the unit. They will have the remainder of class to begin
preparation.

Lesson #6-7: Mock Community Forum Work Period- Students will have the entire class
to prepare their cases and rehearse for performance classes.
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Lesson #8-9: Mock Community Forum Presentations - Students will present their cases
to the class. All students will be required to complete peer feedback for one other
groups performance.

Lesson #10: Current Events Caf and Review- Students will all be expected to bring in
an article that relates to the YCJA, criminal cases or individual/collective rights. They will
be expected to write a 500 word summary and analysis or the article before class and
then share it with a their classmates in small groups.

Lesson #11: Review class- Students will have the period to review. They will be given a
chapter crossword, chapter framework as well as asked to fill in the whiteboard with
important terms, groups, events they should know.

Lesson #12: Exam- test for Chapter 2

8. Rationale:

It is important that students understand all of their rights as citizens. In Canada, youth
are given many of the same rights as adults however the way they are treated in court is
very different. By the end of this unit students will understand the ways in which youth
criminals are treated differently then adults. Students will see that the YCJA is focused
on finding the root of the illegal activity as well as on the rehabilitation of the juvenile
delinquent. They will also be able to form an educated opinion on whether or not youth
should be treated differently than adults. Finally, students will begin to see the role that
they can play in the justice system, as well as the non-governmental organizations that
work hard to ensure justice and rehabilitation for criminals.