The Young Offenders Act: Modelling Parliamentary Proceedings

By Richard Beardsley, 2001 Governor-General’s Award Finalist

INTENDED GRADE LEVEL/SUBJECT AREA

Grade 10 and 11, History, Government

CONCEPTS

The bill takes a rather extreme stand on youth crime as a way of stimulating debate and is used as a lead off bill. Student-made bills can follow once students have some experience with parliamentary procedure. This exercise relies on an abbreviated version of parliamentary procedure.

INSTRUCTIONAL OUTCOMES

Students will:

follow rules of order
learn to construct a well thought out argument
present the argument

BACKGROUND INFORMATION

Model parliament offers a number of discussion points. Students can discuss the relationship between government and opposition sides. Ask students in the opposition how it felt to know they would go down to defeat on every issue no matter how good their arguments were. Ask government members how it felt to know they could out vote the opposition at every turn. Discuss the role and purpose of the opposition in such a situation.

Discuss the relationship between the frontbenches and the backbenches. Did the backbenchers feel part of the process or were they frustrated and alienated by it. Where in the process do backbenchers have some say? Discuss the roles and purposes of caucus meetings and the committee stage between second and third reading.

Finally, ask students if they thought this was a good process for deliberating bills and other issues before parliament or are there other models of deliberation?