Quick Guide. Frequently Used Forms. Handouts for Students and Teachers. Welcome from Chief Justice R. Roy McMurtry

Transcription

1 Courtrooms & Classrooms Manual: 2006 Edition Table of Contents Welcome from Chief Justice R. Roy McMurtry SECTION 1 OJEN OVERVIEW Levelling the Playing Field 3 OJEN s History 4 OJEN s Structure 5 Regional Activity and OJEN Committees 6 SECTION 2 COURTROOMS & CLASSROOMS Arranging Courtroom & Classroom Visits 13 Teacher Request Form and Fax Contacts 14 Teacher Feedback Form 17 Courtroom Visits 19 How do Teachers Arrange Courtroom Visits? 19 What Happens During Courtroom Visits? 19 Preparing to Speak to Students on a Courtroom Visit 20 Teachers: Preparing Your Class for a Courtroom Visit 20 Protocol for Courtroom Visits 20 Feedback To OJEN About Courtroom Visits 22 Classroom Visits 22 How do Teachers Arrange Classroom Visits? 22 What Happens During Classroom Visits? 22 Preparing to Speak to Students in a Classroom 23 Teachers: Preparing Your Class for a Classroom Visit 24 Feedback To OJEN About Classroom Visits 24 Mock Hearings 25 Mock Trial Tournament Project Template 26 Inter-school Mock Trial Tournament Program Sample 29 Youth Mock Sentencing Scenario Sample 29 Law Symposia 31 Law Symposium Project Template 31 Law Symposium Program Sample 33 Summer Law Institutes for Teachers 34 Summer Law Institute Program Sample 34 Curriculum Resources 35 Landmark Cases 35 The Top Five: Annual Summaries of Compelling Cases 36 Judge Shadowing 36 Adopt-a-School & Secondary School Justice Awards 37 Criminal Code Donations 38 Law Day 38 The Great Debate 41 Art in the Courts 42 OJEN Chief Justices Award 42 Take Our Kids to Work Day 43 Take Our Kids to Work Day Program Sample 44 Quick Guide Overview 3 Courtrooms & Classrooms 13 Speaking with Students 45 Organizing OJEN Activities 67 Resources 73 Frequently Used Forms Teacher Request Form: 14 Feedback Form: 17 Handouts for Students and Teachers Structure of the Courts 74 Central Roles in the Justice System 79 OJEN website resources 73 OJEN Resource List for Teachers 130 A civil society through education and dialogue. 1

2 SECTION 3 IDEAS FOR SPEAKING WITH STUDENTS What to Expect 45 What is Our Message? 45 A Guide to Speaking with Secondary School Students 45 Leading Discussions on Controversial Issues 46 Preparing for a Classroom Visit 46 Speaking Style 48 Presentation Content 49 After the Session 49 Students Frequently Asked Questions 50 Tip Sheet for Judges, Justices of the Peace, and Masters 58 Tip Sheet for Assistant Crown Attorneys 59 Questions about Racial Profiling 61 Justice and the Media 64 Accommodating Learning Challenges 65 SECTION 4 ORGANIZING JUSTICE EDUCATION ACTIVITIES Guide for Establishing an OJEN Committee 67 Guide for Sustaining an OJEN Committee 69 Orientating your successor on an OJEN Committee 70 Suggested Agenda for First OJEN Committee Meeting 70 Guide For Easy OJEN Committee Meeting Management 71 SECTION 5 RESOURCES The OJEN Website - 73 Structure of the Courts (Handout) 74 The Courts of Ontario Flowchart (Handout) 75 The Jurisdiction of Ontario Courts (Handout) 76 Roles In the Justice System (Handout) 79 Traditions of the Courts 82 The Coat of Arms 82 Courtroom Attire 84 The Judicial Sash 84 The Oath 85 The Bow 85 Young People and the Law: Legal Milestones for Youth Rights 86 Legal Glossary for Students 90 Ontario Law & Civics Curricula 90 Grade 10 Civics Overview 90 OJEN s Values of the Justice System: Grade 10 Civics Resource 91 The Ontario Secondary School Curriculum A Brief Overview 93 OJEN s Law and the Ontario Curriculum: Guide to the Grades 9 12 Curriculum 93 OJEN Resource List for Law and Civics Teachers 130 2

3 Courtrooms & Classrooms Manual: 2006 Edition Levelling the Playing Field When the Ontario Justice Education Network (OJEN) was established in 2002 to support and develop justice education in Ontario, teachers were already bringing students to visit courthouses across the province. However, there was no formal system to assist these teachers, and no one kept track of when and how many student visits occurred. Some teachers arranged to meet with a judge or have a lawyer visit their classroom by calling on personal friends, family connections or neighbours. It was difficult for teachers without these personal connections to access justice sector representatives. As a result of the initiation of OJEN, Ontario educators can now not only arrange for a courthouse visit complete with interaction with justice sector representatives, but can also organize to have a judge or lawyer visit their classroom before or after the session. Building on this experience, OJEN has developed programs that enhance classroom learning, assist teachers working with new curricula, and reach out into communities that would not otherwise have access to youth justice education programs. Participants in OJEN programs play a significant role, whether by receiving a teacher request and coordinating a courthouse visit, coaching a mock trial, chairing a local OJEN Committee, or helping to develop curriculum resources. Regardless of your initial involvement with OJEN, you may find that teacher or student interest in other activities results in you learning about or getting involved in other OJEN programs. For example, a lawyer speaking with a teacher at the end of a courthouse visit may be invited to coach one of the school s mock trial teams. A member of the court staff who schedules courthouse visits may hear about the Criminal Code donation program and choose to spearhead this initiative with the local bar. Because of the potential for one justice education activity to expand into others, this Courtrooms & Classrooms Manual presents resources and ideas that are helpful to someone assisting with any one of OJEN s programs. Whether in response to a teacher or student request, or because local justice sector volunteers want to initiate a new program, the resources in this manual can help you develop and expand local justice education activities. A civil society through education and dialogue. 3

4 Section One: OJEN Overview OJEN s History At the Opening of Courts ceremony in January 2000, the Chief Justice of Ontario, the Honourable R. Roy McMurtry, commented on the desirability of increasing the public s understanding of the role of judges, and the operation of our legal system. Chief Justice McMurtry, along with the former Chief Justice of the Superior Court of Justice, the Honourable Patrick LeSage, and the Chief Justice of the Ontario Court of Justice, the Honourable Brian W. Lennox, made a commitment to examine and explore ways to achieve this goal. Together they established the Public Legal Education Task Force. The Task Force had broad participation from experienced and interested members of the judicial, legal, government, communitybased public legal education, and from the education sectors. It included representatives of the Advocates Society, Community Legal Education Ontario, the County & District Law Presidents 4 The strengthening of citizens knowledge of the legal system and the administration of justice strengthens a vital pillar of democracy. The Honourable R. Roy McMurtry, Chief Justice of Ontario Association, the Law Foundation of Ontario, the Law Society of Upper Canada, Legal Aid Ontario, the Ministry of the Attorney General, the Ministry of Education, the Ontario Bar Association, the Ontario History & Social Science Teachers Association, and the Toronto District School Board. From its inception, the Task Force reflected the collaborative support of those sharing a mutual interest in improving public understanding of the justice system and its role as a democratic institution. Employing the expertise of its membership and with financial assistance from Legal Aid Ontario, the Task Force conducted research regarding the needs, resources, and issues related to public legal education. The Task Force communicated with a range of organizations involved in public legal education, and met with representatives of law-related education programs for students, such as VIP (Values, Influence and Peers), DARE (Drug Abuse Resistance Education programs), and the Executive Director of the British Columbia Law Courts Education Society. Using the channels initiated by the Task Force, hundreds of volunteers with an interest in supporting collaborative local education activity came forward to offer support from the judiciary, courts administration, education community, legal clinics, offices of the Crown Attorney, and the legal profession in general. With leadership from judges of the Superior Court of Justice and the Ontario Court of Justice across Ontario, the Courtrooms & Classrooms initiative was created to provide students with opportunities to engage in interactive sessions with justice system professionals in courthouses and classrooms throughout the province. In April 2001, a report was submitted to the Task Force, recommending that the efforts toward its vision of a commitment to an enriched understanding of the justice system in Canada continue. The report further recommended that the Courtrooms & Classrooms initiative and local committees be supported, and that consideration be given to a long-term approach to information exchange and coordination regarding public legal education in Ontario. Pursuant to these recommendations, funding was obtained from the Law Foundation of Ontario, and in 2001 the Ontario Justice Education Network (OJEN) was incorporated as a not-for-profit corporation. OJEN was publicly launched with Law Day activities commemorating the 20th anniversary of the Canadian Charter of Rights and Freedoms in April 2002.

5 Courtrooms & Classrooms Manual: 2006 Edition OJEN s Structure OJEN s corporate structure is comprised of four components the Network, the Board, the Standing Committees, and the Staff. A full list of OJEN s Network Partners, Board members, committees, and staff is available on OJEN s website at. OJEN programs are run locally by OJEN Committees and individuals. OJEN receives generous funding from the Law Foundation of Ontario, the Ontario Trillium Foundation, the Law Society of Upper Canada, and other Network Partners. The Network The OJEN Network is a collaborative forum serving as a communication and facilitation link for justice system participants, educators, community representatives and others with an interest in public legal educational activity. The Network shares information about public education programs and activities, and has an advisory role to OJEN s Board and Executive Director. The Chief Justice of Ontario chairs the Network. The Board OJEN s founding Directors were Chief Justices McMurtry, LeSage and Lennox. A traditional board was then appointed, including judges, lawyers and educators. OJEN s board reflects links to major areas of current organizational activity and public legal education providers. Staff OJEN has maintained a small staff, based in the provincial office, providing support for regional activities and developing outreach activities that require extensive planning and relationship building at the pilot stage. These outreach activities are evaluated and successful templates are made available to local OJEN Committees to replicate or adapt to suit local needs. The staff in the provincial office also facilitate OJEN communications and collaboration, advocate for justice education and support the Board and Network activities. Any of the staff can be reached directly by contacting the OJEN office or by ing them directly. In September of 2006 the OJEN staff included: Students at the 2006 Manitoulin Island Sentencing Symposium Executive Director: Sarah McCoubrey (smccoubrey@ojen.ca) Financial Administrator & Executive Assistant: Nadine Demoe (ndemoe@ojen.ca) Program Managers: Sarah Pole (spole@ojen.ca) Julie Kon Kam King (jking@ojen.ca) Meghan Meisters (mmeisters@ojen.ca) Danielle Manton (dmanton@ojen.ca) - based in Ottawa A civil society through education and dialogue. 5

6 Section One: OJEN Overview Regional Activity and OJEN Committees OJEN s justice education activities take place at both provincial and local levels across the organization s eight regions of Ontario. In each region, a Regional Judicial Contact from each of the Superior Court of Justice and the Ontario Court of Justice, has spearheaded local OJEN activity amongst the justice sector in individual communities, through local OJEN Committees. OJEN Committees are composed of people interested in initiating and improving justice education activity in their area, and in strengthening relationships between the justice and education sectors. Committees work to provide support and innovation to new and existing OJEN justice education initiatives. Committee membership usually includes assistant crown attorneys, defence and civil lawyers, judiciary from both courts, teachers, school board representatives, and court staff. Regions may have a number of different committees, each focusing on a particular geographic area. OJEN staff provide support and assistance to OJEN Committees where needed. 6

7 Courtrooms & Classrooms Manual: 2006 Edition If you are interested in developing an OJEN Committee in your area, refer to Section Four of this manual for ideas on how to get started or contact Sarah McCoubrey, OJEN s Executive Director at , or by at smccoubrey@ojen.ca. The following consists of a brief snapshot of the many activities being carried out in each region. To participate in activity in your region, please contact either of your OJEN Regional Judicial Contacts, or the OJEN staff person supporting your region. Central East Region OJEN Committees: Durham, York, Simcoe Muskoka Recent Activities: Courtrooms & Classrooms Program, High School Remembrance Day Program, Judges Cup York Region Secondary School Mock Trial Tournament, Kelly Cup Oshawa Mock Trial Tournament, and the Simcoe-Muskoka Mock Trial Tournament. Regional Judicial Contacts: Justice Margaret Scott Justice Mary Teresa Devlin Superior Court of Justice Ontario Court of Justice Family Court Courthouse 33 King Street West 242 King Street East Oshawa, ON L1H 1A1 Oshawa, ON, L1H 3Z8 Tel: Tel: margaretann.scott@jus.gov.on.ca mary.teresa.devlin@jus.gov.on.ca Winners of the 2006 Judges Cup York Region Mock Trial Tournament. OJEN Staff Contact Person: Sarah Pole, , spole@ojen.ca Central West Region OJEN Committees: Peel, Halton, Kitchener/Waterloo Recent Activities: Courtrooms & Classrooms Programs in Walkerton, Owen Sound, Brampton and Milton, Let Justice Prevail Peel Region Mock Trial Tournament, Peel Region Grade 11 Mock Bail Tournament, Adopt-a- School Program, Take Our Kids to Work Day Program, Judge Shadowing, Halton Mock Trial Competition, Kitchener Mock Trial Program. Students during a session at the Law Symposium on Wrongful Convictions at Humberview Secondary School. A civil society through education and dialogue. 7

8 Section One: OJEN Overview Regional Judicial Contacts: Justice Donald MacKenzie Justice Nancy Kastner Superior Court of Justice Ontario Court of Justice A. Grenville & William Davis Courthouse A. Grenville & William Davis Courthouse 7755 Hurontario Street 7755 Hurontario Street, Brampton, ON L6W 4T6 Brampton, ON L6W 4T6 Tel: Tel: OJEN Staff Contact Person: Julie Kon Kam King, , Central South Region The Art in the Courts unveiling ceremony and reception in Hamilton. OJEN Committee: St. Catharines Recent Activities: Courtrooms & Classrooms Programs in Hamilton and St. Catharines, and Judge Shadowing in Welland and Brantford Regional Judicial Contacts: Justice Tom Lofchik Justice Bernd Zabel Superior Court of Justice Ontario Court of Justice Courthouse Courthouse 45 Main Street East, Suite Main Street East, Suite 550 Hamilton, ON L8N 2B7 Hamilton, ON L8N 2B7 Tel: Tel: OJEN Staff Contact Person: Julie Kon Kam King, , 8

9 Courtrooms & Classrooms Manual: 2006 Edition South West Region OJEN Committees: Windsor, London, Stratford Recent Activities: Courtrooms & Classrooms Programs in Sarnia, Windsor, Chatham and London, 2003 Summer Law Institute, Classroom-Based Law Day Program, Criminal Code Donation Program. Regional Judicial Contacts: Justice Terry Patterson Justice Katie McKerlie Superior Court of Justice Ontario Court of Justice Courthouse Courthouse 245 Windsor Avenue 100 St. Patrick Street, Box 726 Windsor, ON N9A 1J2 Stratford, ON, N5A 6V6 Tel: Tel: OJEN Staff Contact Person: Julie Kon Kam King, , North East Region OJEN Committee: Sudbury Recent Activities: 2003 Summer Law Institute, High School Mock Trial Tournaments, French and Bilingual Mock Trials, Mock Sentencing Program, Manitoulin Sentencing Symposium, Criminal Code Donation Program. Justice Terry Patterson, Art in the Court artist and his Grade 5 class,in Windsor Justice sector representatives at the 2006 Manitoulin Sentencing Symposium Regional Judicial Contacts: Justice Patricia C. Hennessy Justice Randall Lalande Superior Court of Justice Ontario Court of Justice Courthouse Courthouse 155 Elm Street West 155 Elm Street West Sudbury, ON P3C 1T9 Sudbury, ON P3C 1T9 Tel: Tel: patricia.hennessy@jus.gov.on.ca randall.lalande@jus.gov.on.ca OJEN Staff Contact Person: Meghan Meisters, , mmeisters@ojen.ca A civil society through education and dialogue. 9

10 Section One: OJEN Overview North West Region OJEN Committees: Thunder Bay, Kenora Recent Activities: Law Day Activities, Mock Trial Competition and French Mock Trials, Adopt-a-School Program, Circuit Court Education Program, Courtrooms & Classrooms Program, Kenora School-Based Mock Trials. Eabametoong students learn about the Charter during a Circuit Court visit Regional Judicial Contacts: Justice Doug Shaw Justice Dino Di Giuseppe Superior Court of Justice Ontario Court of Justice Courthouse Courthouse 277 Camelot Street 1805 East Arthur Street Thunder Bay, ON P7A 4B3 Thunder Bay, ON P7E 2R6 Tel: Tel: douglas.shaw@jus.gov.on.ca dino.digiuseppe@jus.gov.on.ca OJEN Staff Contact Person: Meghan Meisters, , mmeisters@ojen.ca East Region OJEN Committees: Ottawa, Pembroke/Renfrew, Cornwall Recent Activities: French and English Summer Law Institute, Courtrooms & Classrooms Program, Law Day Activities, Law Day Fun Run, French & English Secondary School Mock Trials, and Elementary School Mock Trials. 10 Teachers discuss Civics resources at the first French Summer Law Institute in Ottawa Regional Judicial Contacts: Justice Jennifer Blishen Justice Lise Maisonneuve Superior Court of Justice. Ontario Court of Justice Courthouse Courthouse 161 Elgin Street, 161 Elgin Street, 6th Floor Ottawa, ON K2P 2K1 Ottawa, ON K2P 2K1 Tel: Tel: jennifer.blishen@jus.gov.on.ca lise.maisonneuve@jus.gov.on.ca OJEN Staff Contact Person: Danielle Manton, x 227, dmanton@ojen.ca

11 Courtrooms & Classrooms Manual: 2006 Edition Toronto Region OJEN Committee: Toronto Recent Activities: Summer Law Institute, Courtrooms & Classrooms Program, Judge Shadowing, Elementary School Mock Trial Tournaments, Secondary School Mock Trial Tournaments, Law Day Activities, Adopt-a-School Program, Criminal Code Donation Program, Legal Glossary for Students, Community Based Justice 101 Sessions in high profile neighbourhoods. Students speaking with a police constable, crown and defence at West Toronto Collegiate s Symposium on Youth / Police Relations Regional Judicial Contacts: Justice Fran Kiteley Justice Kathy Caldwell Superior Court of Justice Ontario Court of Justice Courthouse Old City Hall Courthouse 361 University Avenue 60 Queen Street West Toronto, ON M5G 1T3 Toronto, ON M5H 2M4 Tel: Tel: frances.kiteley@jus.gov.on.ca kathy.caldwell@jus.gov.on.ca OJEN Staff Contact Person: Sarah Pole, , spole@ojen.ca A civil society through education and dialogue. 11

12 Section One: OJEN Overview 12

13 Courtrooms & Classrooms Manual: 2006 Edition Courtrooms & Classrooms OJEN s Courtrooms & Classrooms initiative supports and facilitates a variety of links, whether new or ongoing, between the education and the justice sector. Its objective is to enhance the understanding of the role of the justice system in a democratic society. Public engagement is a part of the job of Crowns and other members of Traditional student courthouse visits are just the start. the justice sector. Through public Classroom visits give students firsthand exposure by outreach we are challenged to make bringing justice sector volunteers into schools to help the system understandable to the deliver a particular curriculum unit or talk with students people we serve. Since students are about careers in justice. Mock trial programs utilize a full different constituents than what we complement of justice sector volunteers, both in the normally work with they bring new classroom and in the courtroom. Lawyers interested in perspectives, and energy and maintaining a longer-term relationship with a school or enthusiasm to talking about the law. class can Adopt-a-School and work with the teacher to plan guest speakers or other projects. Lawyers and legal ~ Hilary McCormack, Crown Attorney, institutions regularly donate last year s Criminal Codes to Ottawa schools. Each year teachers meet directly with justice sector volunteers at OJEN Summer Law Institutes where they attend lectures and interactive sessions on topical areas of the law and the justice system. The Courtrooms & Classrooms initiative also includes curriculum resources and materials for teachers. Justice sector volunteers and educators volunteer their time to help develop curriculum resources for Civics 10, Law 11, and Law 12 classes. For example, the Values of the Justice System resource, developed with the assistance of Ontario s three Chief Justices and updated to reflect the 2005 Civics curriculum, addresses components of the Ontario Civics curriculum, complete with lesson plans, worksheets, and discussion topics. OJEN s Landmark Cases are plain language summaries, discussion questions and worksheets on important or controversial cases. These resources, developed and reviewed by both educators and lawyers, provide up-to-date, age-appropriate classroom resources, and are an excellent way to enhance teaching about the justice system. OJEN s website features these and many other resources, links and ideas for the classroom, and is a hub of information for teachers, particularly those teaching in remote or rural areas. At the same time, OJEN staff work to deliver justice education experiences to under-serviced communities through outreach activities and new project pilots. These projects, once established, are incorporated into local justice education activity and maintained by local volunteers. In this way, justice education is made available to those least likely to be exposed through a high school law class. Each of these programs, and many others, are outlined below, as are the steps involved to start each program locally. By including all of this information in one manual, those involved in justice education, at whatever level, will have the resources to answer student questions, or direct teachers to resources, and get more involved in other justice education activities. Through all of these efforts, OJEN remains a provincial organization, supporting local activity as required and helping local participants to respond to interests and needs in their community. A civil society through education and dialogue. 13

14 Section Two: OJEN Programs TEACHER REQUEST FORM FOR COURTHOUSE OR CLASSROOM VISIT School Name: School Phone: School Address: Teacher s Name: Teacher s School Phone: School Fax: Student Subject & Grade: Are you requesting a: Courthouse Visit: [ ] Classroom Visit: [ ] Both: [ ] Courthouse Visit Number of students: Three possible dates for visit: ; ; Duration of visit: Half Day [ ] Full Day [ ] Local courthouse requested: Classroom Visit Length of the class (minutes): Three possible dates for visit: ; ; If classroom visit, please rank your first 3 speaker choices: [ ] [ ] [ ] [ ] Judge Justice of the Peace Defence Lawyer Assistant Crown Attorney [ ] [ ] [ ] General Practice Lawyer Legal Aid Representative Court Operations Manager All Visits What is the goal of the session? What topics will be of interest to the students? Fax this form to local courthouse at: (see attached list) You will be contacted with confirmation of the time, date of your visit, and the location of the courthouse for a courtroom visit. If you are not contacted within 10 days of faxing your request, please contact OJEN at In some locations, French Courtrooms & Classrooms sessions are possible, please contact OJEN at to discuss availability in your area. Please also contact OJEN at to discuss disability accommodation. November 2006 version 14

15 Courtrooms & Classrooms Teacher Request Form Fax Numbers Ministry of the Attorney General Court Services Division Courtrooms & Classrooms Manual: 2006 Edition If you have not received a response within 10 days, please contact OJEN at Location Fax East Region Belleville Brockville Cornwall, Alexandria (satellite court) & Morrisburg (satellite court) Kingston, Napanee & Sharbot Lake (satellite court) To request an assistant crown attorney, Attn: Trial Coordinator L Orignal Ottawa Pembroke Perth The Perth Law Association also arranges courthouse tours. Tel: Kenora & Rainy River (satellite court) Thunder Bay North East Region Cochrane Espanola (satellite court) Gore Bay Haileybury & Kirkland Lake (satellite court) North Bay Parry Sound Sault Ste. Marie, Elliot Lake, Blind River (satellite court), Thessalon (satellite court), & Wawa (satellite court) Ontario Court of Justice Superior Court of Justice Sudbury Timmins Central East Region Barrie, Bradford (satellite court), Collingwood (satellite court) & Midland (satellite court) Attn: Judicial Secretary Bracebridge & Huntsville (satellite court) Newmarket & Richmond Hill (satellite court) Orillia Oshawa & Whitby Peterborough, Cobourg & Lindsay Ontario Court of Justice Superior Court of Justice A civil society through education and dialogue. 15

16 Section Two: OJEN Programs Central West Region Brampton Attn: Judicial Secretary Brantford Ontario Court of Justice Superior Court of Justice Cayuga Milton, Burlington & Oakville Orangeville Simcoe Central South Region Hamilton Ontario Court of Justice Superior Court of Justice St. Catharines, Fort Erie (satellite court), Niagara Falls (satellite court) & Welland South West Region Chatham Ontario Court of Justice Superior Court of Justice Goderich Guelph Ontario Court of Justice Superior Court of Justice Kitchener, Waterloo & Cambridge Ontario Court of Justice Superior Court of Justice London Ontario Court of Justice Superior Court of Justice Owen Sound & Walkerton Sarnia Ontario Court of Justice Superior Court of Justice Stratford St. Thomas Windsor Woodstock Toronto Court of Appeal for Ontario (Osgoode Hall, Toronto) Superior Court of Justice (361 University Avenue) Ontario Court of Justice: Old City Hall, 60 Queen St. West Please specify which College Park, 444 Yonge St courthouse you wish to 1000 Finch Avenue West visit. 311 Jarvis Street 2201 Finch Avenue West 1911 Eglinton Avenue East 47 Sheppard Avenue East 16

17 Courtrooms & Classrooms Manual: 2006 Edition COURTROOMS & CLASSROOMS TEACHER FEEDBACK FORM The more we know about your experience and needs, the more effectively we can identify appropriate resources and focus the development of the Courtrooms & Classrooms program. We appreciate your input. 1) Have you used the Courtrooms & Classrooms Teacher Request Form to arrange your visits? (Teacher Request Forms are available at, under courtroom or classroom visits.) a) Yes No b) If no, why not? 2) Did you go to a Courthouse? If no, please proceed to question 3. a) Which one? b) What class? Gr 10 Civics Gr 11 Law Gr 12 Law Other c) Did the students watch a legal proceeding? d) Did someone speak with your class? Judge Justice of the Peace Assistant Crown Attorney Court staff Other e) Was it helpful? f) What would improve the visit? 3) Did you have a speaker come to your class a) What class? Gr 10 Civics Gr 11 Law Gr 12 Law Other b) Who was the speaker? Judge Justice of the Peace Assistant Crown Attorney Court staff Other c) What was the topic? d) Was it helpful to your class? e) What would improve the visit? 4) Do you plan to participate in Courtrooms & Classrooms in the future? a) Yes No b) Why/Why Not? 5) What resources have been helpful for teaching law? (Please specify grades/classes) a) Videos b) Websites c) Texts A civil society through education and dialogue. 17

18 Section Two: OJEN Programs d) Other 6) How do you usually become aware of topical legal issues (media, colleagues, textbooks etc) 7) Please indicate the five most important areas of interest to your students for which you could use more teaching resources: career planning justice system dispute resolution criminal law labour law family law human rights torts contracts international trade law immigration housing environmental youth criminal justice/safe schools income maintenance other Other Comments Would you be interested in reviewing new curriculum resources or assisting in other ways? Yes No May we contact you? Name: School Name: Fax: PLEASE FAX TO: THANK YOU! Ontario Justice Education Network 18

19 Courtrooms & Classrooms Manual: 2006 Edition Courtroom Visits Courtroom visits enable students and teachers to meet with judges, assistant crown attorneys, defense lawyers, justices of the peace, and other justice sector representatives, and to enjoy dialogue with them about different aspects of the justice system, and their particular roles within it. Rather than being passive observers during these sessions, students can have their questions about the justice system answered by those most closely involved in the process. Students watch different courtrooms in session, observe different justice sector roles in action, and gain real-life exposure to the justice system, complementing what is being studied in the classroom. HOW DO TEACHERS ARRANGE COURTROOM VISITS? Teachers arrange courtroom visits by faxing a Courtrooms & Classrooms Teacher Request Form to their courthouse of choice (form and fax numbers are available on page 14) proposing a date, and specifying the type of justice sector volunteers they would like students to meet with (e.g. judge, justice of the peace, assistant crown attorney, defence counsel). Local courthouse personnel schedule visits and book justice sector volunteers to meet with the classes. WHAT HAPPENS DURING COURTROOM VISITS? When students participate in an OJEN courtroom visit, they often begin the day by meeting with an assistant crown attorney in a courtroom. The assistant crown attorney may give the students a brief introduction to the court system and an overview of the roles of various court officials, with open discussion about key concepts in the criminal justice system, such as the presumption of innocence and the impartiality of judges. The assistant crown attorney may also give students an overview of the cases on each courtroom s docket for that day. Students may also have the opportunity to meet with a judge or a defence counsel during a break in the court schedule, who can answer further questions. Other available justice sector representatives, such as justices of the peace, duty counsel, and registrars also participate in courtroom sessions. After a preliminary discussion, students are welcome to watch the trials and motions being heard in the courthouse that day. Teachers at a Summer Law Institute learn about courtroom visits from Justice Fran Kiteley of the Superior Court of Justice and Justice Eleanore Cronk of the Court of Appeal A civil society through education and dialogue. 19

20 Section Two: OJEN Programs PREPARING TO SPEAK TO STUDENTS ON A COURTROOM VISIT Courtroom visits allow justice sector representatives to meet with students who are learning about the justice system in their classrooms. Students will respond well to opportunities to ask questions, and to having their questions answered in open and frank discussions. These sessions are opportunities for students to both gain understanding of the system, and to think about how our court system has evolved. Some students may have inaccurate ideas about our justice system; remember that many people assume that Canadian courts are the same as American law and justice programs. To prepare for your visit, you may find it helpful to refer to these OJEN resources: Tip Sheet for Judges, Justices of the Peace, and Masters (page 58) Tip Sheet for Assistant Crown Attorneys (page 59) A Guide to Speaking With Secondary School Students (page 45) Leading Conversations on Contentious Issues: (page 46) Students Frequently Asked Questions (page 50) Justice and the Media (page 64) Accommodating Learning Challenges (page 65) Questions About Racial Profiling (page 61) The Ontario Secondary School Curriculum A Brief Overview (page 93) OJEN s Values of the Justice System: Grade 10 Civics Resource (page 91) OJEN s Law and the Ontario Curriculum (page 93) TEACHERS: PREPARING YOUR CLASS FOR A COURTROOM VISIT Purpose of Visit: Clarify the objectives of the visit and how they connect with the curriculum. Determine particular questions or issues you would like students to discuss with justice representatives. Encourage Students to Prepare Questions in advance of the courthouse visit. Check Address and Time of Visit. Make sure you know where to go once you arrive at the courthouse, and whom you will be meeting. Controlling the Class: Remember that although the judge and court staff will maintain order in the courtroom, it is your responsibility to ensure that your students are orderly and respectful at all times in the courthouse, including in the hallways outside courtrooms. PROTOCOL FOR COURTROOM VISITS The following are suggestions for making students courthouse visits as positive a learning experience as possible, while remaining respectful of the rights and responsibilities of others. The protocol is intended as a guide only, and has been developed from experiences at courthouses throughout Ontario. Dress Students must dress appropriately. School dress protocol applies to court as well. Sunglasses are to be removed. Only headwear worn for religious and cultural purposes is acceptable. 20

21 Courtrooms & Classrooms Manual: 2006 Edition Courthouse Rules Some courthouses have perimeter security. Visitors to such courthouses will be searched for the protection of all members of the public, court staff, lawyers and the judiciary. This search may be primarily electronic, and entail walking through a magnetometer (like at the airport), which detects the presence of weapons or dangerous objects. Visitors may also be wanded with a metal detector. Parcels, briefcases, purses and school bags may be searched. Knives or other weapons will be confiscated, and people carrying them may be liable to prosecution. While courtrooms are open to the public, security officers can ask disruptive or disrespectful visitors to leave the courtroom or the building. Eating, drinking or chewing gum inside courtrooms is not permitted. Reading of books, magazines or newspapers inside courtrooms is not permitted. Cell phones, pagers, and electronic devices must be turned off and put away prior to entering a courtroom. Electronic devices, including devices with headphones, are not to be worn in courtrooms. Cameras cannot be used inside courthouses for any reason, including for personal use such as class photos. Photos must be taken outside of the building. This prohibition applies to all cameras, including those built into cell phones. I met with approximately ten young persons yesterday involved in the Courtrooms and Classrooms Program. I had the opportunity, for an hour, to discuss general court issues with them. I found the discussion to be extremely interesting in that their thoughts and ideas caused me to start thinking about matters that involve young people in general and reflect or reevaluate some of my current thoughts. Please extend my thank you to all the participants for their contributions. ~ Justice Lloyd Budzinski, Toronto Courtroom Demeanour Students must obey courtroom staff at all times. Court staff are responsible for protocol and order in the courtroom. Students must arrive on time to avoid any delays, and be seated as soon as possible. Everyone stands when the judge enters or exits the courtroom. Everyone remains seated unless asked to rise by the courtroom clerk, judge, justice of the peace, or court services officer. When court is in session, everyone must be quiet. This includes quiet and orderly entry and exit. Some courthouses have sensitive microphones located throughout the courtroom, which may even pick up whispering. Courteous, quiet and attentive demeanour is expected at all times. Everyone in the courtroom must show respect for complainants and other people giving evidence. Being questioned about traumatic and often complicated events can be very difficult for witnesses, and it is important that they can tell their story with as little disturbance and distraction as possible. Non-Publication Most courtrooms are open to the public. If the judge has ordered the proceedings to be held in camera (privately), a sign will be posted on the courtroom door. Do not enter a courtroom with such a sign. Youth Court matters deal with persons under the age of 18 years. It is against the law to publish the names of young persons charged with offences. This includes school reports of courthouse visits. Initials or pseudonyms only must be used to report on these matters. Sometimes judges make orders of non-publication regarding the identity of witnesses, evidence in a preliminary hearing, evidence in a bail hearing, or in other matters. It is against the law to A civil society through education and dialogue. 21

22 Section Two: OJEN Programs publish those prohibited matters. Students can check with the court clerk at a break in proceedings to confirm whether or not there is a non-publication order. FEEDBACK TO OJEN ABOUT COURTROOM VISITS After the visit teachers can fax their feedback to OJEN using the Courtrooms & Classrooms Teacher Feedback Form (available on page 17). Feedback from the justice sector volunteers is also very welcome, and can be sent to OJEN via the comments section of. Today, I felt so excited and lucky because I was going to participate in court. I listened to the whole process of trial, and it wobbles my faith in being a lawyer. When the judge said I want to talk to the class more, so people who are not in the class I would say please leave the court. My heart beats a little faster, how powerful is the judge, people listen to him and he represents the law, because of this little sentence it starts to build up the fire in my heart again. At the end I tell myself, One day I can [be] like Judge Hunter standing up on the stage and saying that sentence again. ~ Moann Chow, Grade 11 International student from Hong Kong, after visiting the criminal courtroom in Belleville where Mr. Justice Stephen Hunter was presiding Classroom Visits While courtroom visits allow students to witness first hand the day-to-day operations of our judicial system, classroom visits are often more focused, providing greater opportunity for question and answer sessions, and deeper exploration of the key concepts students are studying. Justice sector volunteers working in all different practice areas are available to visit classrooms, to speak about family law, international trade law, intellectual property law, criminal law, or other justice issues. HOW DO TEACHERS ARRANGE CLASSROOM VISITS? Teachers arrange classroom visits by faxing a Courtrooms & Classrooms Teacher Request Form to their local courthouse (form and fax numbers are available on page 14) proposing a date, and the type of justice sector volunteers they would like students to meet with (e.g. judge, justice of the peace, assistant crown attorney, defence counsel or other type of lawyer). Local courthouse personnel schedule visits and book justice sector volunteers to meet with the classes. WHAT HAPPENS DURING CLASSROOM VISITS? The teacher and justice sector volunteer discuss the most appropriate focus and format for each classroom session. Communication between the speaker and teacher before the session allows for preparation by both the students, and the speaker. In a classroom visit, the speaker will usually start the session by introducing themselves, their role within the justice system, and the field of law they are involved in. The session can then proceed as the teacher and speaker have determined, (i.e. speaker discussing their role and experience in detail, watching a video provided by the speaker and then discussing its messages, completing class or group exercises 22

23 Courtrooms & Classrooms Manual: 2006 Edition with the speaker providing feedback, students role-playing with the help of the speaker, students interviewing the speaker or perhaps the visit will consist of one long question and answer session). PREPARING TO SPEAK TO STUDENTS IN A CLASSROOM Classroom visits allow justice sector representatives to meet with students in schools. Students will respond well to opportunities to ask questions, and to having their question answered in open and frank discussions. These sessions are opportunities for students to both gain understanding of the system, and to think about how our court system has evolved. Logistics: Contact the supervising teacher prior to the visit. Confirm the time and date of the visit, where to meet, the location of and directions to the school, the availability of parking and, if applicable, the necessity of a visitor s pass, and request any items you need to make an effective presentation (e.g., podium, TV/VCR, bottle of water). Purpose of Visit: Clarify the objectives of the visit and how it connects with the curriculum, the ages of the students, and questions or issues the teacher would like you to address. Format of Visit: Determine the format of the visit (e.g., will you be speaking to one class or to an entire assembly?). Plan Your Presentation: An interactive format is preferable to a long lecture. Discuss the age and attention spans of the class with the teacher beforehand. Topics for Discussion: Once you have received background information from the teacher, you may wish to consider topics to address with the students (e.g., current legal controversies). Determine if there are any resources you would like to have available when meeting with students (e.g., your Court robes, a copy of the Criminal Code, photocopies of a particular case of interest). Advise the teacher of information they can use to prepare the students for your visit (e.g., the Gr. 10 Civics resource Values of the Justice System, at, and Consider requesting a list of the questions or the assignment that students will be expected to complete during or after your visit. You can then use this information to ensure all relevant issues are raised during your visit. To prepare for your visit, you may find it helpful to refer to these OJEN resources: A Guide to Speaking With Secondary School Students (page 45) Leading Conversations on Contentious Issues: (page 46) Students Frequently Asked Questions (page 50) Justice and the Media (page 64) Accommodating Learning Challenges (page 65) Questions About Racial Profiling (page 61) The Ontario Secondary School Curriculum A Brief Overview (page 93) OJEN s Values of the Justice System: Grade 10 Civics Resource (page 91) OJEN s Law and the Ontario Curriculum (page 93) A civil society through education and dialogue. 23

24 Section Two: OJEN Programs TEACHERS: PREPARING YOUR CLASS FOR A CLASSROOM VISIT Purpose of Visit: Clarify the objectives of the visit and how they connect with the curriculum, the ages of your students, and the questions or issues you would like the speaker to address. Communicate your plans for the class to the speaker, to maximize his or her time, and to maximize the benefit for the students. Format of Visit: Determine the format of the visit, and communicate this to the speaker and students in advance. Prepare Exercises: If students will be completing any exercises during the session, prepare these, and if possible provide a copy to the speaker in advance. Prepare Students for the Visit: Explain who is coming to speak and their role within the justice system. Generate Questions in Advance: Have students generate questions on the planned topic and send these to the speaker in advance. Controlling the Class: Remember that the speaker is not there to control the class or to keep the students in order. The teacher must maintain this role at all times during the session. Don t hesitate to interrupt the speaker in order to deal with classroom management issues. Moderate the Session if Necessary: Ensure that the session is covering the planned topics and concepts, and moderate if necessary. Thank You: Choose a student or students to express thanks on behalf of the class. FEEDBACK TO OJEN ABOUT CLASSROOM VISITS After the visit teachers can fax their feedback to OJEN using the Courtrooms & Classrooms Teacher Feedback Form (available on page 17). Feedback from the justice sector volunteers is also very welcome, and can be sent to OJEN via the comments section of. I have always been engaged and worked in this system, but there is a whole legal world which is new to many of these kids to explore. Beyond what they see on TV shows, many kids don t get the chance to be exposed to the nitty gritty of the legal system. Teenagers are at a fun stage to be able to interact with and communicate these important ideas to. ~ Paul Culver, Crown Attorney, Toronto 24

25 Courtrooms & Classrooms Manual: 2006 Edition Mock Hearings Mock hearings are simulated court hearings where students take on the roles of the lawyers, accused, witnesses, jury members and other officers of the court. Often held in local courthouses or law schools, mock hearings are a dynamic interactive experience, bringing together the legal and education sectors, and bringing the law to life for students. Mock trials occur on both a school and community scale across the province, involving hundreds of students, teachers, and justice sector volunteers, with mock trials occurring in individual classrooms and at local tournaments organized between schools. Several OJEN Committees have established successful mock trial tournaments with schools and school boards in Ontario courthouses. Judges, assistant crown attorneys, registrars, members of the bar, managers of court operations, and court clerks, are pivotal to the success of mock trial tournaments. There is also a competitive annual provincial mock trial tournament for high school students presented by the Ontario Bar Association (OBA) as part of annual Law Day events (for information on the guidelines and deadlines, please visit Mock sentencings are a new experience for most Ontario students, offering good insight into the factors influencing the sentences handed out to offenders, including punishment, rehabilitation, deterrence, restitution, and denunciation. They also demonstrate how sentences are determined and what information is presented to the sentencing judge about the offence and the offender. Mock sentencings can also include restorative justice concepts and replications of the sentencing circle process used for youth and aboriginal offenders. Justice of the Peace Maurice Hudson, and Justice Steven Clark present the award to the winning team at the Peel Mock Bail Hearing Tournament in Mock bail hearings allow students to examine the bail process, which is often the first encounter people have with the justice system. Students weigh the consequences of removing the freedom of an accused (who must be presumed innocent), and the benefit to society of doing so. Hearings include bail submissions and the examination-in-chief and cross-examination of witnesses offering surety. In many mock hearings, assistant crown attorneys and defence counsel can serve as coaches and mentors for students. Judges are often willing to preside over the hearings and provide feedback to the students. For the complete package of OJEN s mock hearing resources, please refer to OJEN s Mock Hearing Guidebook, available for free download from. A civil society through education and dialogue. 25

26 Section Two: OJEN Programs Mock Trial Tournament Project Template Target Audience Secondary school law and civics students Planning Steps 1. Set up a planning committee. Members could include judges, lawyers, court staff, educators, students, and school board officials. 2. Establish a budget. Will attendees pay a nominal amount to participate? What sort of contributions might organizations such as judicial or legal associations, corporate sponsors or others be willing to make? Will a local establishment be willing to donate refreshments? 3. Assign responsibility for logistics. These may include communications with, and registration of attendees, communications with sponsors, press releases to local media and school yearbook coordinators, creation and distribution of material/information packages, catering, photography, and transportation. 4. Arrange a venue. This could be a classroom set up to resemble a courtroom, courtrooms in a local courthouse, or a law school moot court. 5. Set a date, timetable and rules for the mock trials. Consult with teachers, school boards, and justice sector representatives when setting the date and timetable. Set timelines for entry, and choose a mock trial scenario. If organizers want the tournament to feed into the Ontario Bar Association (OBA) Law Day competition, use the scenario available at as students will then be prepared for progression into the OBA regional level tournament. Pay attention to the registration process and dates. The website can also provide guidelines which can be adapted to your event s needs. 6. Develop a marking strategy. There are a variety of approaches to marking mock trials: a mock trial judge or collaborative teams (i.e., lawyers, crowns and court personnel) could do the marking. It s important to develop a marking guide and consistent standards in advance, as students will want to know how they will be assessed. Teams planning to go to the OBA regional tournaments may wish to refer to the OBA for its marking structure. 7. Recruit justice sector volunteers. Volunteers such as judges, justices of the peace, court staff, court clerks and others can serve as mock trial judges and markers, and be assigned to teams as coaches and mentors. Court clerks can train students to perform the court clerk role. Police officers can coach students on how to lead and cross-examine police testimony. 8. Promote the mock trial event. Circulate notice of the tournament as soon as possible to aid in school scheduling. Circulate to eligible schools through teachers, department heads and school board communication avenues. 9. Finalize enrolment. Ensure you have contacts for every teacher and justice sector volunteer, and the names of every participating student. 10. Develop and distribute an information package. This package can go to enrolled schools, and include the case scenario, rules and logistical details, and provide the names and contact details of the justice sector volunteers assigned as team coaches. 26