Financial Literacy in CWS and SSH s1

Financial Literacy in CWS and SSH: An OHASSTA-OHHSSCA Collaborative Project

Ontario History and Social Sciences Teachers'

Ontario History and Social Sciences Teachers' Association

Financial Literacy Lesson Plan CLU4U

Funding from the Ontario Ministry of Education 2011

Financial Literacy Law Lesson 2 Financial Literacy Lesson Plan CLU4U – The Costs of Justice

Connections to Financial Literacy

 social, ethical and environmental implications of financial decisions;  active citizenship;

Canadian and International Law, Unit: Criminal Law Grade 12, University CLN4U Curriculum Expectations Learning Goals Heritage . Describe the relationship between law and societal values. At the end of this lesson, students will:

Law and Society  Understand the various human and economic . analyse contemporary events and issues that demonstrate a possible conflict between the law and societal values; costs of crime in Canada;

 Engage in legal discussion and interpret Criminal Law and Procedures variety of texts (charts); . Compare the competing concepts of justice as they apply to the criminal justice system;  Consider the impact of societal values on the criminal justice system. Concepts of Justice . analyse situations in Canadian law in which principles of justice conflict;

Instructional Components and Context

Materials Readiness 1. Handouts: Articles for Minds On activity (Choice of article(s) is at teacher This lesson is suitable for use within the Criminal discretion) Law unit. Students should have an understanding of the trial procedures and sentencing considerations. 2. BLM 2.1 -The Costs of Law in Your Life: Did You Know? (Teacher Reference Connections can also be made to the Heritage unit, only) specifically the nature of legal change. 3. Access to computers and internet connection – one per student or pair. Terminology If computers are not available, the text of “Costs of Crime in Canada, 2008” is . Indictable offence, summary conviction available on the Department of Justice Canada website. Print and copy for offence, goals of sentencing, mitigating circumstances, aggravating circumstances, students. roles in the court, remand, community service, bias 4. BLM 2.2 – Costs of Crime student activity sheet. One for each student.

5. Individual student copies of BLM 2.3 – Considering the Cost

6. Means of recording student discussion (e.g. video or voice recorder) - optional

7. Handout: BLM 2.4 – Cost of Justice Self Assessment Checklist

Financial Literacy Law Lesson 2 Minds On Connections  Establishing a positive learning environment Explicitly label:  Connecting to prior learning and/or experiences Assessment for learning  Setting the context for learning Assessment as learning

Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning

Differentiation Instruction 1. Individually, in small groups or as a full class, brainstorm the phrase ‘Cost of Justice’. . Strategy can vary for brainstorming Teachers may also choose to integrate information from BLM 2.1 -The Costs of Law in . Article choice – professional discretion based upon learning Your Life: Did You Know? Into this discussion. needs of students: opportunity to divide class into smaller groups and 2. Teachers can choose an article that is suitable to their class. The brief reading should allocate multiple readings. spark more ideas regarding the meaning of the phrase ‘Cost of Justice’. A list of . Employ various literacy strategies suggestions is provided below.

 Tyler, Tracey. “A 3-day trial likely to cost you $ 60 000” Assessment for Learning . Teacher can obtain information about http://www.thestar.com/printarticle/187854 interests and prior learning

 “The Cost of the Civil Justice System: Cost and Value of Justice" Chapter 11.1. http://www.attorneygeneral.jus.gov.on.ca/english/about/pubs/cjr/firstreport/cost.a sp

 Canadian Forum on Civil Justice. “The Cost of Justice- Weighing the Costs of Fair and Effective Resolution to Legal Problems”. http://www.slaw.ca/2010/10/04/the-cost-of-justice-weighing-the-costs-of-fair-and- effective-resolution-to-legal-problems/?wpmp_switcher=desktop

 “Cost of Justice: Formula for Failure”. http://www.theledger.com/article/20090403/NEWS/904035004?template=printart

 Canadian Press. “Serial Killer Robert Pickton’s trial cost $102 million” http://ctv.ca/servlet/ArticleNews/print/CTVNews/20101116/pickton-trial-cost- 10111 (Note that there is also a 1 min clip on this topic on ctv.ca)

 Denver Post editorial. “Weighing the cost of Justice” http://www.denverpost.com/fdcp?unique=1308668283571

3. This reading may be presented visually and read together as a class or copied for individual students depending upon learning needs of students.

4. Take 5-10 minutes to articulate key ideas, questions or thoughts of students. (Think/pair/share)

5. Explicitly note connections that the students make between article and initial perceptions of meaning of ‘Cost of Justice’.

Financial Literacy Law Lesson 2 Action!  Introducing new learning or extending/reinforcing prior learning  Providing opportunities for practice and application of learning (guided > independent)

Independent Inquiry Differentiation Instruction . Students may work in pairs or use assistive devices to complete 1. Students will need access to computers or a hard copy of the article “Costs of Crime in exercise Canada, 2008” on the Department of Justice Canada website. Use the following website address: http://www.justice.gc.ca/eng/pi/rs/rep-rap/2011/rr10_5/index.html#aa to access the article.

2. Distribute BLM 2.2 – Costs of Crime student activity sheet. Allow students time to read Assessment for Learning and complete questions. Suggested time is 35 - 45 minutes. . Teacher can determine readiness to progress to next steps 3. Take up exercise as a class.

Consolidation  Providing opportunities for consolidation and reflection  Helping students demonstrate what they have learned

Group Discussion Differentiation Instruction . Group structure can be determined 1. Provide students with the scenario handout BLM 2.3 Considering the Cost. by teacher (based on student strengths) or by student preference . Environmental adaptations maybe 2. Before starting group discussions – engage in a whole class discussion about what makes made to facilitate this activity for good group discussions and what specifically individuals can do to positively participate in and contribute to group discussion. Have students generate criteria for success. Assessment as Learning 3. Divide students into groups. Ensure understanding of task expectations and success . Students reflect on own learning criteria. (Option: To enhance self-assessment process, ensure each group has a method using self-assessment checklist to record their discussion.)

4. Allow approximately 15 minutes for groups to discuss scenario. Allow 10 minutes for students to complete self-assessment BLM 2.4. (Option: Allow students additional time to view/listen to recording of group discussion prior to completing self-assessment BLM 2.4)

5. Instruct students to submit self-evaluations and recording, if applicable.

Possible Extension Activity: Teachers may choose to further explore the costs of crime with their class through a comparison of the costs of lifetime incarceration versus the cost of a death penalty sentence. Financial considerations would support a larger debate on the death penalty. Teachers are encouraged to have students refer to a variety of sources to gather accurate statistics. It will be necessary to have a discussion regarding bias within the data. (E.g. a government source may differ greatly from a prisoners advocacy group)

Financial Literacy Law Lesson 2 BLM2.1

The Costs of Law in Your Life: Did You Know?

. An adult (over 16 years of age) 24 page Canadian passport costs $87

. A birth certificate in Ontario costs $25 (short form version)

. A G1 Drivers test in Ontario costs $125 (DriveTest Ontario)

. You can expect to pay approximately 2% in addition to the cost of a new home for legal fees and land transfer taxes

. A marriage license in Barrie, Ontario will cost you $150 (costs are set by the municipality)

. A copy of your marriage certificate will cost $15

. Death certificate cost is $15

Financial Literacy Law Lesson 2 BLM2.2 Cost of Crime To further investigate the cost of justice administration we can refer to articles such as the “Costs of Crime in Canada, 2008” on the Department of Justice Canada website. Use the following website address: http://www.justice.gc.ca/eng/pi/rs/rep-rap/2011/rr10_5/index.html#aa to access the article. Read the article and respond to the questions below. 1. Read the introduction. Indicate whether each of the following statements is true or false. If the statement is incorrect, make the appropriate corrections in the space provided.

a) ______The total (tangible) social and economic costs of Criminal Code offences in Canada of approximately $31.4 billion is a conservative estimate due to the unavailability of data in many areas.

b) ______The study is organized into three subsections; the criminal justice system, victims of crime and third parties are the groups that bear the cost of crime in Canada.

c) ______Correctional services used the majority of justice expenditures.

d) ______Costs borne by victims include productivity losses, stolen/damaged property and health care costs.

e) ______In 2008, the total costs borne by the third-party were about 5.1 billion.

2. Use the diagram below to list examples associated with each group. Use Summary Table 1.

3. Using Summary Table 1 list the total costs for each group. Remembering that the total tangible costs are 31.4 billion dollars make a pie chart to illustrate the breakdown of costs.

Financial Literacy Law Lesson 2 4. Explain your understanding of intangible costs.

5. Reading charts: Skim and scan the charts for the following information.

a) Average court cost per case 2008 ______

b) Proportion of the expenditures spent on crime ______

c) Method of calculating the total cost of prosecution______

d) Adult federal correction costs 2007/08______

e) Average cost of an emergency visit at a hospital ______

f) Health care costs due to drinking and driving in Ontario, 2004 ______

6. Read the following scenario.

Jillian received a phone call from her son’s school at 10:30 am. Jamie had been the victim of assault. The school indicated that he had been taken to the hospital by ambulance. She left work immediately. She will not be compensated for that work day. The hospital decided to admit her son to the hospital. He remained there for two days. Jillian was unable to return to work while he was in the hospital. She will not be compensated for her time off of work as she does not have benefits. When she was able to return to work, she was still upset about the incident and spent at least two hours talking to her co-workers about the incident. Her husband also missed one day of work. Her son was unable to return to school immediately after his release from hospital. In total, he missed 10 days of school. The young person accused of assaulting Jamie will face a trial. List all of the elements of the scenario that relate to the charts. Calculate the total cost of this event.

Financial Literacy Law Lesson 2 7. Consider the article and charts as a whole. Do you consider this source a valid resource? Why or why not? Are there any concerns or considerations that you had while using this source?

Financial Literacy Law Lesson 2 BLM2.3

Read the following scenario: A man was charged with assault with a weapon or causing bodily harm. The victim was an elderly neighbor. The man had been drinking alcohol. The two persons engaged in a heated dispute regarding the placement of a fence. The man shouted “Mind your own business old man or I’ll hit you with this bat!” The elderly neighbour backed away. The man chased the elderly neighbour and hit him three times with the baseball bat; twice in the leg and once in the head. A third party telephoned emergency services. The neighbour required medical attention. The man was arrested.

267. Every one who, in committing an assault,

(a) carries, uses or threatens to use a weapon or an imitation thereof, or

(b) causes bodily harm to the complainant,

is guilty of an indictable offence and liable to imprisonment for a term not exceeding ten years or an offence punishable on summary conviction and liable to imprisonment for a term not exceeding eighteen months.

Group Task: Part One: 1) Identify the aggravating and mitigating factors in this crime.

2) As the Crown Attorney, decide whether you would proceed with an indictable or a summary offence.

3) Assume that he was found guilty. Decide upon an appropriate sentence for this man. Be sure to determine the purposes of sentencing.

Part Two: 1) List all the relevant costs of this crime; human, social and monetary.

2) Using the information provided, calculate the monetary cost of your sentence.

3) After you have determined the cost, consider the following questions:

 Should cost be a factor in sentencing?

 How do we as a society balance public safety with economic realities?

 Would you now reconsider your sentence due to the cost?

 What other options might you incorporate into a sentence that would meet the goals of sentencing?

Financial Literacy Law Lesson 2 The following information is provided to inform your discussion. Please be reminded that there are often discrepancies between sources. Students should consider potential bias.

Source: http://www.cbc.ca/canadavotes2006/realitycheck/crimetime.html

 In Ontario, it costs the provincial government approximately $1,600 a year to supervise an inmate under house arrest, double that if the inmate is being monitored electronically. That same inmate in a provincial jail would cost about $52,000 a year.  It costs Corrections Canada $110,223 to keep a male inmate in a maximum-security institution for a year ($150,867 for a woman). Medium- and minimum-security inmates cost more than $70,000 a year.

Source: http://www.howardleague.org – This is a list of alternatives to incarceration.  Supervision, by the probation service  Compulsory unpaid work - This would involve constructive community work, such as conservation or cleaning up graffiti.  Participation in specified activities. This may include improving basic skills (such as literacy) or making reparation to the people affected by the crime.  Prohibition from undertaking specific activities  Undertaking accredited programmes, which aim to change offenders’ behaviour  Curfew, where an offender can be ordered to stay at a particular location for certain hours of the day  Exclusion, where an offender can be excluded from specified areas  Residence requirement, where an offender may be required to live in a specified place, such as an approved hostel  Mental health treatment, which can only be required with the consent of the offender  Drug rehabilitation, which includes both testing and treatment, and can last for between six months and three years; again this can only be imposed with the consent of the offender

Source: http://www.scribd.com/doc/48966140/Towards-a-smarter- sentencing-policy

“A recent U.K. study found that community-based alternatives to prison offer better value for money for the taxpayer. In line with a large body of research, it concluded that no alternative sentence was less effective than prison: every alternative sentence was at least as effective as prison, but usually more so. Even when there is little difference in rates of re-offending between a prison and community sentence, the community sentence is still less expensive, more cost effective. Comparing the costs of community sentences versus prison sentences, the study identified savings to the public purse of between £30,000 and £88,000 ($60,000 to $177,000) per offender.”

Financial Literacy Law Lesson 2 BLM2.4 Cost of Justice - Group Discussion Self Assessment

Assess your contributions to and participation in the group discussion exercise by considering the questions shown below.

Consideration Frequently Sometimes Rarely Did I listen to the contributions of others? Did I refer to prior learning to make informed and thoughtful contributions? Did I make positive contributions to the group discussion? Was I respectful of my peers? Did I build on the ideas of others? Did I ask a question of another person in my group (for clarification or to further explore an idea)? Did I take on a leadership role? Did I help to encourage participation from all group members?

Overall, how would you rate your contributions to and participation in this group discussion? (shade in the appropriate rating based on your assessment above)

1 2 3 4 5 6 7 8 9 10

Next time when working in a group, I will… (fill in your response in the space provided below.)

Financial Literacy Law Lesson 2