Today's schedule is D-C-B-A
D Block Criminology 12 - Today we'll start by looking at the work from yesterday - the difference between deviance and criminal behaviour (acts that are criminal but not deviant and deviant but not criminal). Remember, you need to come up with a list of things that are deviant but not criminal and a list of things that are criminal but not deviant. After you'll need to take one act from either list and explain why it should be criminalized or why it should be decriminalized. This will lead to our look at the three perspectives of how criminologists view crime:
- Consensus = the belief that the majority of citizens in society share common values and agree on what behaviours should be defined as criminal.
- Conflict = the belief that criminal behaviour is defined by those in a position of power to protect and advance their own self-interest.
- Interactionist = the belief that those with social power are able to impose their values on society as a whole, and these values then define criminal behaviour.
Once this is done we'll turn our focus to the history of crime and law (looking at Hammurabi, the Mosaic Code and the development of Common Law in England). We'll learn what Actus Reus, Mens Rea, Mala in Se and Mala Prohibitum mean along with taking a look at the differences between Indictable, Summary Conviction and Absolute Liability Offences. We'll see what defences you can use and what the goals of criminal law are for society.
C Block Social Studies 11 - Today we'll have the block to work on the bill into law comic / cartoon that we started yesterday. Don't forget to use the Make it Law sheet we used to form ideas yesterday and the legislative process steps I outlined with you in class. If you need help look in your Counterpoints textbook and the Parliament of Canada "Follow That Bill" website.
B Block Law 12 - Today I'll give you time to work on questions 1-4 of the Canada (Attorney General) v. JTI Macdonald Corp., (2007) case on page 44 in the text. This deals with whether limits imposed on tobacco manufacturers’ freedom of expression by provisions of Tobacco Act and Tobacco Products Information Regulations are justified (referring to Charter sections section 2.b Freedom of Expression and section 1 Reasonable Limits). I'd also like you to work on question 3 from page 46 which deals with the R. v. Keegstra (1990) and R. v. Butler (1992) cases. When we finish this we'll watch an episode of Law & Order from season 9 (episode 1) called "Cherished". From tv.com:
After a baby girl is found dead, Briscoe and Curtis investigate the family and learn that her adopted family and brother were trying to keep some painful secrets. Jack gets a new partner, Abbie Carmichael, who had a 95% percent success rate in her four years with Special Narcotics. Together McCoy and Carmichael try to prove that the little girl's brother committed the crime
The episode deals with some pretty heavy stuff (child abandonment and fraud) and to see a real life example check out the Pravda news article here. The real life case surrounds a couple who adopted a child from a Russian orphanage and a decision was handed down in the case in 2008. From the Salt Lake Tribune:
A Tooele Utah mother who admitted to killing a 14-month-old boy she and her husband adopted from Russia was sentenced Friday to prison for up to 15 years. Kimberly K. Emelyantsev, 34, who had pleaded guilty to second-degree felony child-abuse homicide in the death of Nicoli Emelyantsev, offered a tearful apology in 3rd District Court.
A Block Introduction to Law 9/10 - Today you have the class work on the following assignment: Every day we have specific routines we engage in. Many of these routines are tailored to preventing us from becoming victims of crime. We do things like lock our doors, watch where we walk at night, or avoid walking alone. We take these actions because at some level we are afraid of the possibility of being a victim of crime. Despite taking these actions people often fall prey to crime in Canada.Is there a “typical” victim of crime? I would like you to explain and draw the typical victim of that crime now. I want you to think about STEREOTYPES...What would the stereotypical victim of an assault look like and behave like? An assault is any unwanted application of force so who would be the typical person in school that would be punched, shoved, or picked on? You will need to keep in mind the demographic statistics about victims and the factors that add to the risks of being a victim. This will be due on Friday. You will need to look at the following factors when determining who might be a target for violent crime in Canada:
• Gender
• Age
• Social Status (wealth and social cohorts)
• Relationship status
• Behaviour / Demeanour
• Location
So there are two things you need to accomplish:
A) Identify the characteristics listed above of the most likely victim of that crime (you may cheat and look in the course handout/booklet I'll give you tomorrow to see some characteristics)
B) Draw what you believe the typical victim of the violent crime, that you chose, to look like (11 x 17 paper will be provided for you).
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