LESSON PLAN
LESSON PLAN Subject: Law 30
Time: 50 minutes
|Materials/Aids Required: Overheads- crime statistics, theories of criminal activity, factors that contribute to criminal activity, |
|neighborhood criminal activity reports, handout-why do people commit crimes. |
|Unit |Criminal Law |
|Topic |Why do people commit crimes? |
|Content |Understanding various theories of why people commit crimes, accepting or refuting theories of why people commit |
| |crimes. |
|Teaching Strategy |Guided discussion, group work. |
Objectives:
| |Given an in class discussion, all students will be able to work in small groups to complete a worksheet accepting or |
|1 |refuting theories of why people commit crimes. |
| |Given an in class discussion, all students will be able to work cooperatively in a small group while debating the merits |
|2 |and downfalls of a theory and coming to an agreement on if the group accepts or refutes the theory. . |
|Pre Requisite Learning: An understanding of crime and criminal law in Canada, The Criminal Code, and purposes of criminal law. |
Presentation:
|Set: |
|(Time: 0-3 minutes) Greet students. Ask students if there are any remaining questions or concerns from yesterday’s lesson. If so, |
|take a few minutes to review, address issues or offer clarification. Display crime statistics (see attached overhead). |
|Development: |
|1. (Time: 3-10 minutes) Display an overhead of theories regarding why people commit crimes (see attached overhead Theories of |
|Criminal Activity). Keep the theories covered until you are ready to reveal each one. As each theory is revealed to the class, |
|describe the main components of each theory and its solutions to criminal activities. |
|2. (Time: 10-15 minutes) Once all theories have been displayed, advise students that although much research has been done on the |
|nature of criminal activity there is no definite conclusion as to why people commit crimes. However there are some factors which |
|strongly contribute to criminal behaviour in Canada. Display an overhead of indicators of crime (see attached overhead Factors that|
|Contribute to Criminal Activity) Discuss each factor. Display statistics regarding males and females (see overhead Male and Female |
|Crimes statistics pages 12-15) Display statistics to|
|illustrate the crime in poorer areas of the city relative to areas on the outskirts of the city (see attached overheads North |
|Central Community Crime Report and University Park Community Crime Report) Advise students that they can comment on what they think|
|or what their experience is. Ask students what they have experienced in their life and neighborhood. |
|3. (Time: 15-30 minutes) Advise students that in a group they will be given a handout summarizing each of the theories of crime. In|
|groups they will A) Discuss their given theory B) Develop two reasons why you would agree with this theory. C) Develop two reasons |
|why you would refute/disagree with this theory. D) As a group decide which side they choose and offer an explanation why they chose|
|this side. Advise students that they will be discussing their ideas with the rest of the class. Write these instructions on the |
|board so students can refer to them as they work through the steps. As students are working in their groups circulate throughout |
|the groups to ensure that everyone is on task and contributing to the discussion. Ensure that students are being respectful of |
|other’s opinions and are presenting their opinions in a respectful manner. Give time checkpoints throughout the group work (example|
|you have 10 minutes left, you have three or four minutes left wrap up your discussion etc). |
|4. (Time: 30-42 minutes) Call all groups back to the class. Begin a discussion by asking groups which theory they strongly agreed |
|with. Hands can be shown and answers written on the board. Next ask groups which theory they strongly disagreed with. Again answers|
|can be recorded on the board. Going through each theory ask students what they accepted about the theory and what they rejected. |
|Ask students to justify their ideas. Allow students to share their thoughts and ideas about the theories. Remind students that they|
|need to be respectful and use appropriate vocabulary. |
|5. (Time: 42-45 minutes) Ask the students to wrap up their discussions. Ask students to do some research for homework. Advise |
|students that they each need to bring in an article (newspaper, internet, magazine etc) for the next class. The article must |
|pertain to a crime that has been committed. Advise students it is preferable to have an article that relates to a crime where the |
|judgment has yet to be determined. We will be using the articles to determine what we (as a class) think the punishment should be, |
|given each of the different theories. Advise students that they must be prepared to share a brief summary of the article with the |
|class. |
|Closure: |
|Time (45-50 minutes) In the last few minutes of class ask for volunteers to share something new that they learned today. Remind the|
|students that they need an article for class the next day. Thank the students for their contributions to the class discussions and |
|dismiss them. |
Evaluation:
|Obj. #1 |Students will work on a handout during class time. The handout is to be completed prior to the end of class. |
| |Answers will vary so grading of this assignment will be based on completion and the relevance of the rational |
| |to each theory. |
|Obj. #2 |While students are working in groups, observe and note their ability to offer opinions in their group and to |
| |listen respectfully to others’ opinions. |
|Target for Professional Growth: |
|My target for this lesson is to use an appropriate set and closure. I will do this by using statistics to gain students’ attention |
|at the beginning of the class and by reviewing what they have learned at the end of the class. |
|Common Essential Learnings: |
| |
|Personal & Social Values & Skills: Students will learn some of the theories that society has formulated to explain criminal |
|activity. They will also learn how society views punishment of criminal activity based on various theories. They will have the |
|opportunity to accept or refute what society has set out as its values regarding criminal activity. |
|Communication: Students are working in groups and must be able to debate their ideas in a cooperative manner. Students will learn |
|to listen to others ideas and to share their ideas with a group. |
.
|Classroom Management: |
| |
|Ensure that students get into groups in a timely manner. If there is an issue in this class with creating groups, have students |
|work In rows or with the people next to them. While students are working in groups circulate to each group to ensure that they are |
|on task. Allow all willing participants to share ideas/responses during class discussions. If there are unwilling participants, use|
|something that you know about them/their life to draw them into the conversation. |
| |
|One issue to address is the issue that some students may have been exposed to crime before, personally, as a victim or maybe |
|someone within their family has been involved in criminal activity. Students must be reminded to be respectful and understand this.|
|Knowing student history and something of their circumstances may allow you to address some of these issued beforehand with the |
|individual student. |
|Adaptations for groups: Group size will vary with the size of the class. Groups of three or four will work well. If the class size |
|is too large you can have 10 groups with 2 groups working on each theory. If the class is too small you can also have groups |
|working in partners and have them work on more than one theory. |
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