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Assessmentresubmission
Assessmentresubmission
Using what you know about the Canadian Criminal Code and Canada’s Court system,
you will perform a case study of a crime that has occurred in Canada in the past 5 years. Using
what information you can find online (news websites, online records, government websites,
forums, youtube, etc), you will research a case of your choosing. You will then choose to take
the position of either prosecution or defence and describe how you believe the case should be
handled. Explain the events of the crime, whether you think the perpetrator is guilty or
innocent and why, and what verdict you believe should be reached. Be sure to explain your
choices based on what we have learned about Canada’s Court System and Criminal Code.
The case you choose must be approved by Ms. Mac before you begin to research it. You
will present your summary and arguments through either an oral presentation to the class or a
visual representation. You will also be required to hand in a 3 page write-up that will include a
brief summary of the case, a statement of position (prosecution or defence), and explanations
1. What type of offence does your chosen case involve? (regulatory, quasi-criminal, or
Criminal Code?)
2. How would you classify the offences involved in this crime? (refer to lesson on summary
3. Have the Charter of Rights and Freedoms and the Criminal Code of Canada been followed
in your persecution/defence?
4. Who are the victims of the crime committed? Are they fairly compensated and understood
in your arguments?
change the prosecution of your case? (ex. alibi, self-defence, mental disorders, intoxication,
etc)
I chose to present the assessment OF learning unit project in this way to create an
effective and engaging assignment. In letting students choose a case that is relevant to Canada
and of specific interest to them, I hope to increase students’ level of engagement with in the
application to evaluate students’ lower levels of Bloom’s taxonomy but to also push them into
higher order thinking. Given that the Law 30 curriculum has not yet been updated, the
document is long and the foundational and learning outcomes are plentiful. Each of the seven
questions/guidelines I list corresponds to one of the “core learning outcomes” listed in the
curriculum, which must be taught in this criminal unit. By specifically listing these points of
understanding I can assess whether the students have grasped these core outcomes
individually. Below is a list of the outcomes that correlate to each of the seven guiding
Question 1: Value Objective p. 75: “Appreciate the differences between criminal law, quasi-
understand these three offence classifications. “Summary Conviction Offences- Know that
summary condition offences include less serious crime tax carries a light penalty. The accused
may be tried in providing court without a jury or preliminary hearing. Hybrid or Dual
Offences- Know that hybrid or dual offences allow the prosecution to elect to proceed by way
the more formal set of criminal procedures including a preliminary inquiry and jury (if the
accused so chooses)…”
the Charter of Rights and Freedoms and the Criminal Code of Canada are designed to ensure
“ Know that the restorative model of the criminal justice system advocates:
• addressing the harm done to the victim and the community, instead of punishment
• restoring harmony to the life of the victim, the offender and the community through
• acceptance by the offender of the holistic context of the offence- morally, socially and
spiritually.
Question 5: Concepts and Knowledge Objectives p 86: “Know that in Canada, identifiable
patterns indicate a strong relationship between levels of convictions for criminal offences and
Question 6: All of the Concepts and Knowledge Objectives listed on p. 114 and 116 addressing
• developing questions
And others such as: “Apply writing skills to develop a position paper.” and “Use effective
Assessment as and for learning will consist of many in-class checks (thumbs up/
middle/down, for example) as well as in-class mini case studies throughout the term. Not only
will these mini case studies allow students to see many examples of how to research and
analyze a real-life criminal case, but will provide adequate exemplars as we will perform these
studies in larger groups without the necessity of numeric grades. Following the incorporation
of these mini case studies as well as the detailed outline for the unit project provided, I do
believe that any grade 11/12 students in my Law30 class would be able to fully understand and
met by providing more time for the students. One-to-one work periods could also be arranged
with the classroom teacher for students who may require it. EAL students or students with
exceptionalities which may make the paper portion challenging, can be given an option for a
shorter write up (but still some written component) in combination with an oral telling of
their findings to the classroom teacher. Giving them the opportunity to orally express their
summary/position in combination with a shorter written piece can take the focus off of the
stress of syntax and grammar and more onto understanding the case and how to analyze its
This older curriculum does not make reference of BAL’s or CCC’s specifically, but uses
and abilities. This Criminal Law Unit of Law30 incorporates six “Common Essential
Learnings”; Communication (COM), critical and creative thinking (CCT), personal and social
values and skills (PSVS), independent learning (IL), numeracy (NUM), and technological
literacy (TL). The teacher rubric highlights these common essential learnings as they intersect
Student demonstrates an
ability to research and gather
specific information regarding
crime. (COM, NUM, IL)
Student is able to apply
inquiry skills (IL, CCT, COM)
Student demonstrates an
ability to contemplate models
for addressing criminal
behaviours (PSVS, CCT)
Student is able to effectively
use electronic databases to
assist research activities (IL,
TL)
Totals
/20