In this unit we will have a variety of field experiences combined with guest speakers, such as Dr. Melissa Munn and expert on the subject of incarceration from Okanagan College. We will learn vocabulary and participate in debates on the purpose of incarceration and the penal system. We will also visit several penal institutions (Provincial Prison, Courthouse Lockup, RCMP Cellblocks).
At the end of this unit, the Student will be doing in INQUIRY PROJECT. Accordingly, Mr. Fitton is going to run this unit as an example of HIS inquiry as a way to demonstrate how an inquiry project occurs. Start with curiosity and questions - My questions were:
Guiding Questions:
A. What is the goal of the prison system (Rehabilitation, Restitution, Justice, Punishment) and which systems are successful?
B. What would be the ideal prison (architecturally, in terms of programs, in terms of justice)
C. Are there alternatives to Prisons?
D. How do we as a society prevent recidivism and how do correctional facilities prevent recidivism? Reduce harm?
Mr. Fitton will develop questions as we go and as he remains curious and learns new things. At the end, we will then get our own chance to be curious and to Inquire.
At the end of this unit, the Student will be doing in INQUIRY PROJECT. Accordingly, Mr. Fitton is going to run this unit as an example of HIS inquiry as a way to demonstrate how an inquiry project occurs. Start with curiosity and questions - My questions were:
Guiding Questions:
A. What is the goal of the prison system (Rehabilitation, Restitution, Justice, Punishment) and which systems are successful?
B. What would be the ideal prison (architecturally, in terms of programs, in terms of justice)
C. Are there alternatives to Prisons?
D. How do we as a society prevent recidivism and how do correctional facilities prevent recidivism? Reduce harm?
Mr. Fitton will develop questions as we go and as he remains curious and learns new things. At the end, we will then get our own chance to be curious and to Inquire.
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Let's Look at the Penal System!This unit is meant to be hands-on and provocative.
We will examine a great number of documentaries, non-fiction articles, Hollywood Films and combine them with expert guest lecturers and field trips. By the end of this unit, we will engage in a comparative prison analysis. 1. We will watch the provocative youtube video "10 Most Dangerous Prisons in the World" (Trigger warning; graphic content) and have a class discussion on Society's connundrum --- what to do with those who break the law? We will frame many of our conversations through the lens of "Where on the political spectrum would this system be placed" and "Is this a prison based on retribution/punishment or on rehabilitation." 1B. Mr. Fitton will distribute a handout that asks students what they think the purpose of a Prison is, as well as offer shaping questions for this Guided Inquiry. -It also has a political spectrum on it, where students will have to plot the locations of various prisons/jails we will examine. (Along with a space to justify responses.) |
prison_spectrum_sheet_-_2021.docx | |
File Size: | 120 kb |
File Type: | docx |
2. We will view the photo-essay: http://content.time.com/time/photogallery/0,29307,1989083,00.html
This photo essay details a famous Norwegian Prison; the conceptualization of this type of prison is very different than the one we are usually aware of. 2.5. Show video from Vox by Design - to demonstrate the design of the prison/architecture and how it relates to the philosophy of prison/incarceration. The design of the prison actually reflects the philosophy of Norway's prison system. |
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3. Revisit the political spectrum we drew (and where we located ourselves) from the first week of the course. We will use this spectrum to reference all of the prisons we will be looking at. Students can sketch it into their notes. Each time we learn about a prison we will place a dot on our chart and have to justify why.
Here's where our class plotted themselves on a grid after taking a political theory test. The grid below places Libertarian on the top and Authoritarian on the Bottom, so it is inverse to the grid above.
4. Class discussion - what is the point of the Prison system.
5. Wonder Wall - Students will get a sticky note and have to write down which questions they want answered during the unit. This will be posted and Mr. Fitton will adjust the course according to student interests. We will try to answer every question or provide mechanisms for inquiring into the questions.
6. Let's Start by looking at "Tent City" and Sheriff Joe Arpaio. The two top videos (Toughest Sheriff and Tent City Jail Tour). Other two videos are for students who are interested in further learning. Watch and then discuss + Place on political spectrum. Write one to two lines that justify why you placed the dot where you put it for Sheriff Joe.
5. Wonder Wall - Students will get a sticky note and have to write down which questions they want answered during the unit. This will be posted and Mr. Fitton will adjust the course according to student interests. We will try to answer every question or provide mechanisms for inquiring into the questions.
6. Let's Start by looking at "Tent City" and Sheriff Joe Arpaio. The two top videos (Toughest Sheriff and Tent City Jail Tour). Other two videos are for students who are interested in further learning. Watch and then discuss + Place on political spectrum. Write one to two lines that justify why you placed the dot where you put it for Sheriff Joe.
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Play this video - 4:18-8:12
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-Watch 0:00-7:15 on "Investigating Sheriff Joe Arpaio's Chain Gang."
7. Contrast with two videos of the Norwegian Prison System. Remember to be thinking about where they would be placed on the political spectrum.
7. Contrast with two videos of the Norwegian Prison System. Remember to be thinking about where they would be placed on the political spectrum.
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8. Class Discussion - What do students think of the Norwegian Model? Place the dot on our political spectrum. Be able to justify with evidence where you put it.
9. At this point, we will need to do a more formal activity in order to have some vocabulary to properly discuss the prison system. Please use your Textbook to learn the following terms to help ensure our discussions are framed around an understanding of prison terms. (Not to be confused with Prison Slang)
Students need to decide how they will be assessed on this vocabulary. They can decide on the assessment and on the rubric. This is my desire to help empower students to take control of their own learning.
9. At this point, we will need to do a more formal activity in order to have some vocabulary to properly discuss the prison system. Please use your Textbook to learn the following terms to help ensure our discussions are framed around an understanding of prison terms. (Not to be confused with Prison Slang)
Students need to decide how they will be assessed on this vocabulary. They can decide on the assessment and on the rubric. This is my desire to help empower students to take control of their own learning.
law_12_vocab_-_prison_unit.docx | |
File Size: | 13 kb |
File Type: | docx |
prison_vocab_key_2023.pdf | |
File Size: | 162 kb |
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We brainstormed some ideas:
Cross work puzzles, youtube tutorials, animations, dramatizations, create your own "Judge Judy Episode," Interpretive Dance, Skit, Short story.
Student agreed that they must demonstrate knowledge and understanding of the terms.
Cross work puzzles, youtube tutorials, animations, dramatizations, create your own "Judge Judy Episode," Interpretive Dance, Skit, Short story.
Student agreed that they must demonstrate knowledge and understanding of the terms.
A video hook for the start of class - funny prison videos.
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Below are samples of student work.
Check out this student who did an online quiz: https://www.quiz-maker.com/Q141D7M
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gz_-_comparative_prison_quiz.pdf | |
File Size: | 63 kb |
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evil_genius-_ks.pdf | |
File Size: | 224 kb |
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law_project-newspaper__1_.docx | |
File Size: | 3839 kb |
File Type: | docx |
Alternative Assignment:
1. Students create examples on their sheet for each vocabulary word.
2. Play battleship review (students read their example and the opposing side has to guess the definition).
1. Students create examples on their sheet for each vocabulary word.
2. Play battleship review (students read their example and the opposing side has to guess the definition).
battleship_review_2021.docx | |
File Size: | 205 kb |
File Type: | docx |
Alternative Assignment #2:
1. Students watch a Prison Movie (Green Mile / Shawshank Redemption) and pick out examples from the film of specific terms; if the term is not in the movie, students can create an example using characters from the Prison Film.
1. Students watch a Prison Movie (Green Mile / Shawshank Redemption) and pick out examples from the film of specific terms; if the term is not in the movie, students can create an example using characters from the Prison Film.
Guest Speaker - Dr. Melissa Munn - Prison Reform Expert from Okanagan College Vernon
1. Dr. Munn visited our class to discuss her experiences in Prison reform in Canada, Grenada and elsewhere. She shared her exciting career through a slideshow, narrative and through a class discussion. A copy of her slideshow is below for students who missed it.
She also shared with us one person she was working with. http://www.cbc.ca/news/canada/manitoba/gerald-pilon-jail-prison-1.4340692
Also, students were interested in Prison Abolition after her lecture - below is an article that deals with Abolition.
She also shared with us one person she was working with. http://www.cbc.ca/news/canada/manitoba/gerald-pilon-jail-prison-1.4340692
Also, students were interested in Prison Abolition after her lecture - below is an article that deals with Abolition.
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1. We will visit both the Penticton RCMP Cellblock and the Oliver Correction Centre. On these field trips we will meet with Municipal Jail Guards, RCMP Officers, Sheriffs, Prison Guards and the Warden. In each of these locations you will get a chance to examine prisons/jails and develop an understanding of their purpose and where they fit in the political spectrum. These hands-on experiences will also allow you a chance to meet and discuss career opportunities with professionals in the field.
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As part of the Inquiry Process - students need to know that they can learn from Field Trips, Visits with/by Experts, Youtube, Netflix Documentaries, Academic Articles, etc.
Documentaries - Students will choose 1 of the 4 videos and will use them as a discussion point for an information circle. Groups will go into separate locations and watch a documentary of their choosing. Locations will be set up in vacant classrooms throughout the school. The goal is to offer students a choice.
Inside the World's Toughest Prisons - Honduras, Mexico, Poland, Philippines (There are now three seasons of the show - students should choose one of their liking and can even watch at home). We will plot them on our political spectrum graph.
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Today's Meet activity - have students debate which prison system the think is better and why.
-Half the class of Students will have a debate on Sherriff Joe's Jails while students comment in "Today's Meet"
-Students will then switch and the other half who were using "Today's Meet" will debate prisons in Normay while the others comment in Today's Meet.
-For a tutorial on how to use "Today's Meet" here is a URL https://www.youtube.com/watch?v=3M1PZ_ywNxA
-Students can also use today's meet during a lecture
-Half the class of Students will have a debate on Sherriff Joe's Jails while students comment in "Today's Meet"
-Students will then switch and the other half who were using "Today's Meet" will debate prisons in Normay while the others comment in Today's Meet.
-For a tutorial on how to use "Today's Meet" here is a URL https://www.youtube.com/watch?v=3M1PZ_ywNxA
-Students can also use today's meet during a lecture
One way to engage in meaningful discussions about a topic of interest is "Lit Circles" or "Information Circles." Throughout this unit, students will be given the opportunity to select a "role" and participate in vivid discussion on a variety of articles about Prisons, Prison Reform and the Penal System in General. These will compliment our field trips to institutions as well as our textbook and article learning.
information_circles_-_revised_2022.docx | |
File Size: | 1458 kb |
File Type: | docx |
law_12_-_info_circles_rubric_2019.docx | |
File Size: | 23 kb |
File Type: | docx |
We also conducted a tour of a local RCMP Cellblock so that students could view this aspect of Incarceration as well. Students saw the facility as well as the process an inmate undergoes as they are booked into custody.
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Articles for consideration for Information Circle Discussion
opinion__from_‘tough_on_crime’_to_a_new_transformative_vision_for_canada’s_justice_system_-_the_globe_and_mail.pdf | |
File Size: | 1300 kb |
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netherlands_doesnt_have_enough_criminals_to_fill_its_prisons_as_crime_to_drop_-_telegraph.pdf | |
File Size: | 344 kb |
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the_dutch_prison_crisis__a_shortage_of_prisoners_-_bbc_news.pdf | |
File Size: | 983 kb |
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the_norwegian_prison_where_inmates_are_treated_like_people_|_society_|_the_guardian.pdf | |
File Size: | 136 kb |
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the_old_debate__punish_prisoners_or_rehabilitate_them__-_telegraph.pdf | |
File Size: | 118 kb |
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the_prison_problem_-_the_new_york_times.pdf | |
File Size: | 58 kb |
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why_norways_prison_system_is_so_successful_-_business_insider.pdf | |
File Size: | 224 kb |
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do_prisons_make_us_safer.pdf | |
File Size: | 1146 kb |
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house_of_hate.pdf | |
File Size: | 6891 kb |
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the_prison_service_journal_-_cosa.pdf | |
File Size: | 157 kb |
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cosa_article.pdf | |
File Size: | 5763 kb |
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Information Circles Samples of Student Work:
kl_-_illustrator.pdf | |
File Size: | 563 kb |
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ag_-_rhetoritician.pdf | |
File Size: | 1363 kb |
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rhetoritician_-_js.pdf | |
File Size: | 47 kb |
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prinson_lit_circle_questions_and_answers.docx | |
File Size: | 19 kb |
File Type: | docx |
why_norway’s_prison_system_is_so_successful-ih.pdf | |
File Size: | 84 kb |
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prison_vocab_example_zm.docx | |
File Size: | 13 kb |
File Type: | docx |
gz_-_literature_circles_for_non-fiction.pdf | |
File Size: | 35 kb |
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prison_info_circle_-_connector.pdf | |
File Size: | 929 kb |
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several_samples_from_houses_of_hate.pdf | |
File Size: | 603 kb |
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Annotation Assignment
1. Students find an article on a legal issue in-groups of 3-4 (ebscohost or online) must annotate (see assignment below) and then have an information circle discussion on the topic.
Also, submit a lit circle role. -Annotation is a great skill -Highlight/Underline/ Write in Margins. Define key terms. -Active reading -Discuss with students why they think it is beneficial. |
article_annotation_assignment.doc | |
File Size: | 147 kb |
File Type: | doc |
Controversy - Dancing Filipino Inmates
Debate Question - should inmates be forced to work in prison? Chain Gangs, Music Videos, Making License Plates?
Under what conditions / when should inmates be allowed to work?
California Wildfires were fought using prison inmates...
Under what conditions / when should inmates be allowed to work?
California Wildfires were fought using prison inmates...
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Prison
Major Unit Assessment - Prison-Related Inquiry
1. We will start by watching a video about the Power of student led inquiry and how we need to start teaching how to ask questions.
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2. Two days a week throughout the entire unit (5 days + presentation day) students will develop 1-3 burning questions around the topic of Prisons. We will then have a "Science Fair" day where students present their findings to the class. 1/2 the students will stand by their projects (students can show learning in any way they want) and the other 1/2 the class will walk around for 10-15 minutes and ask questions and talk to students about their question and research. Then we will switch and the other 1/2 the class will present.
3. We will scaffold the process through the use of an Inquiry Sheet.
-Students can now choose to do a Prison Inquiry Project or a CSI Inquiry Project (see the Crime Scenes Tab and unit for the handout)
3. We will scaffold the process through the use of an Inquiry Sheet.
-Students can now choose to do a Prison Inquiry Project or a CSI Inquiry Project (see the Crime Scenes Tab and unit for the handout)
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2. Mrs. Berrisford will explain to us the Inquiry Process
what_is_inquiry_2019.pptx | |
File Size: | 3374 kb |
File Type: | pptx |
Here are some other student Projects
www.prisonrelations.weebly.com |
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A few students have played the video game "Prison Architect" and then discussed their prison. They build it based on research and explain. Some have done so through video and screen shots; others have designed powerpoints with shots. Remember to demonstrate research and analyze your prison's efficacy.
designing_a__prrison.docx | |
File Size: | 7460 kb |
File Type: | docx |
wb_newspaper_comparing_norway_and_adx.pdf | |
File Size: | 139 kb |
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how_to_hide_a_body_-__devon_and_jess.pdf | |
File Size: | 74 kb |
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Some students reasearched Prison weapons, made them and ranked them. Had a thesis explaining what weapon culture says about prisoners.
Another student created a prison in mine-craft and explained how it would be the best type for rehabilitation.
Another student created a prison in mine-craft and explained how it would be the best type for rehabilitation.
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A Mini Lesson: TOPIC; INQUIRY QUESTION; THESIS
Students at times are curious about how to take a topic, turn it into an inquiry question and then develop a thesis.
Here are some examples:
Topic: Norwegian Prisons
Question: What system is better, Norways or Canada's?
Thesis: Norwegian prisons are superior to Canadian prisons in a variety of ways.
Topic: Gangs in Prisons
Question: Which gang is the most dangerous gang in Prison
Thesis: Of the many gangs which exist in prisons, the 3 most dangerous are the Aryan Brotherhood, The Hell's Angels and MS 13.
Topic: Prison Food
Question: In what ways is food important in prisons?
Thesis: The type of food and vocational chef training provided to inmates has tremendous impacts on post-incarceration release and on moral of prisons while incarcerated.
Here are some examples:
Topic: Norwegian Prisons
Question: What system is better, Norways or Canada's?
Thesis: Norwegian prisons are superior to Canadian prisons in a variety of ways.
Topic: Gangs in Prisons
Question: Which gang is the most dangerous gang in Prison
Thesis: Of the many gangs which exist in prisons, the 3 most dangerous are the Aryan Brotherhood, The Hell's Angels and MS 13.
Topic: Prison Food
Question: In what ways is food important in prisons?
Thesis: The type of food and vocational chef training provided to inmates has tremendous impacts on post-incarceration release and on moral of prisons while incarcerated.
The Project can also include using Ebscohost or Gale - two academic article research Engines. We will do a mini-lesson where the teacher shows you how to use these trustworthy academic, peer-reviewed sources.
Prison culture unit
Slang, Weapons, Contraband, behavior, and gangs. What prison is like for new and old prisoners and the dos and don'ts. The class will be shown a few videos and then talk about them. Going through the listed prison culture items. Then the class will have to guess the slang terms.
Some notes on Prison Culture presented by a Student - Mark:
Behavior
Prison culture fallows a hierarchy with shot callers or gang leaders at the top and rapists and snitches at the bottom. If a prisoner close to the bottom or on the bottom of the hierarchy is released into general population they my be placed under KOS by a shot caller, this is also know as a green light. A person with a KOS is often killed or beaten up by anyone that is willing to gain some amount of prison reputation.
Prisoners when new to prison will also go under a heart check and criminal record check. a heart check is when the new prisoner is presented with and opportunity to fight or be a "punk". The record check is know where you are on the hierarchy and if you should be KOS or not.
Gangs (Cars)
Prison gangs are powerful and run the prison almost as much as the guards do. The gang leaders controlling what comes in, what gang members do, and who is KOS. Gangs are mostly to do with race some one is and the gang controls anyone of the same race; even if you're not in the gang.
https://www.cbc.ca/news/politics/prison-gangs-diverse-csc-1.4590649
Weapons and Contraband
Makeshift weapons are very common and widely used. Almost all weapons are simple shivs or shanks and not very unique but some can be very creative and strange. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2563516/
Contraband is also very common in prisons. The largest source of contraband is actually the guards in most prisons. Other ways are through visits, throwing over the prison wall and mail. A way crazy way that drugs are smuggled in to prison is by soaking the card/paper in a liquid drug that the prisoner is able to extract.
Slang Game
1. Hook: Students will list current slang on the board. Mr. Fitton will have to guess what the words mean and use them in a sentence.
2. Mr. Fitton will then give students a list of Prison Slang words - see handout below. In groups of up to 5, give students slang terms and get them to come up with what they think the term means. Then get the class to answer what there groups guessed as answers.
3. Students will use their phones to look up Prison Slang for 10 minutes and share out. We will then watch a small section of "How to Talk Like a Prisoner" - not all of it, since many parts are offensive.
Behavior
Prison culture fallows a hierarchy with shot callers or gang leaders at the top and rapists and snitches at the bottom. If a prisoner close to the bottom or on the bottom of the hierarchy is released into general population they my be placed under KOS by a shot caller, this is also know as a green light. A person with a KOS is often killed or beaten up by anyone that is willing to gain some amount of prison reputation.
Prisoners when new to prison will also go under a heart check and criminal record check. a heart check is when the new prisoner is presented with and opportunity to fight or be a "punk". The record check is know where you are on the hierarchy and if you should be KOS or not.
Gangs (Cars)
Prison gangs are powerful and run the prison almost as much as the guards do. The gang leaders controlling what comes in, what gang members do, and who is KOS. Gangs are mostly to do with race some one is and the gang controls anyone of the same race; even if you're not in the gang.
https://www.cbc.ca/news/politics/prison-gangs-diverse-csc-1.4590649
Weapons and Contraband
Makeshift weapons are very common and widely used. Almost all weapons are simple shivs or shanks and not very unique but some can be very creative and strange. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2563516/
Contraband is also very common in prisons. The largest source of contraband is actually the guards in most prisons. Other ways are through visits, throwing over the prison wall and mail. A way crazy way that drugs are smuggled in to prison is by soaking the card/paper in a liquid drug that the prisoner is able to extract.
Slang Game
1. Hook: Students will list current slang on the board. Mr. Fitton will have to guess what the words mean and use them in a sentence.
2. Mr. Fitton will then give students a list of Prison Slang words - see handout below. In groups of up to 5, give students slang terms and get them to come up with what they think the term means. Then get the class to answer what there groups guessed as answers.
3. Students will use their phones to look up Prison Slang for 10 minutes and share out. We will then watch a small section of "How to Talk Like a Prisoner" - not all of it, since many parts are offensive.
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4. Questions and stories from a former inmate of the US prison system. We will watch, but Mr. Fitton will only play certain school appropriate sections as there are references to violence and some swearing throughout. We will choose part of 1 of the following youtube videos.
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Activity: Class will be divided and students will get into groups and get a section of the terms below. Have to guess what the term means and present/compare.
prison_slang_-2022_update.docx | |
File Size: | 17 kb |
File Type: | docx |
law_12_prison_slang.docx | |
File Size: | 13 kb |
File Type: | docx |
prison_weapons_2023.pptx | |
File Size: | 2038 kb |
File Type: | pptx |
Do a newspaper annotation analysis on one of the following articles:
https://www.ranker.com/list/prison-weapons/mike-rothschild
https://www.cbc.ca/news/politics/prison-gangs-diverse-csc-1.4590649
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2563516/
https://www.cbc.ca/news/politics/prison-gangs-diverse-csc-1.4590649
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2563516/
End of the Unit Assessment
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1. Students have developed the final unit assessment to run concurrently with the inquiry project.
2. We will watch a Prison Film and potentially pick out key terms.
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