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Course Profile
Understanding Canadian Law, Grade 11, Workplace Preparation, Catholic
and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams – Understanding Canadian Law
Lead Public Board – Toronto District School Board
Project Leader – Allan Hux, Toronto District
School Board
Public
Board Lead Writer – Annice Blair, Durham District School Board
Course
Profile Writing Team
Dalia
Peddle, Durham District School Board
Barb
Pankhurst, Durham District School Board
Internal
Reviewers
Don
Kendal, Toronto District School Board
John
Myers, OISE/UT
Ava
Szczurko, Toronto District School Board
Nancy
Smith, Toronto District School Board
Bruce
Bonaney, Community
Librarians
Esther
Rosenfield, DWC, Library/Learning Resources, TDSB
Mark
Kaminski, Library Consultant, TDSB
Linda
McKee, Librarian, Albert Campbell, CI, TDSB
Associations
Ontario
History and Social Studies Teacher Association (OHASSTA)
Ontario
History Consultants Association (OHCA)
Lead
Catholic Board – London Catholic District School Board
Project
Manager – Mike Taylor, London Catholic District School Board
Lead
Writer – Marion Austin, St. Thomas Aquinas
Writers
Peter
Legge, St. Thomas Aquinas
Maureen
Kerr, St. Thomas Aquinas
Reviewers
Internal
– Richard Vendrig, Durham Catholic District School Board
Religion
Advisor – Dan Keane, St. Thomas Aquinas
Destination/Community
– R. Malpage, London Court House
Course
Overview
Understanding
Canadian Law, Grade 11, Workplace Preparation
Studies, 2000
Prerequisite: Canadian History
in the Twentieth Century, Grade 10, Academic or Applied
This
course explores elements of Canadian Law that are relevant to students as they
prepare to enter the labour force. To develop an appreciation of the Canadian
legal system, students examine the historical roots of Canadian law and expand
on their understanding of the role of government in making laws. Students also
become familiar with the rights and freedoms that all Canadians enjoy as a
result of the Canadian Charter. Students acquire a practical knowledge of
Canada’s legal system, both criminal and civil, and learn how to analyse legal
issues. They are given opportunities to develop informed opinions on legal
issues and to defend those opinions and communicate legal knowledge in a
variety of ways and settings, including mock trials and debates.
This
course, Understanding Canadian Law, extends the development of attitudes
and values based on Catholic social teachings in Ontario Catholic School
Graduates. Opportunities are given to students to integrate their faith with
civic duty and responsibility. Students become familiar with events that are a
part of the Catholic Church’s history, such as the development of Mosaic Law.
When students examine the question of human rights, they appreciate the
relevance of Catholic social justice teachings. This course involves activities
that encourage students to act morally and legally as persons formed in
Catholic traditions. Law course graduates will be effective communicators of
the Good News of Jesus Christ in their attitudes and approaches to historical
and contemporary issues involving the law.
Students
are introduced to History and Canadian Studies as a formal discipline in Grades
7 and 8. In the compulsory Grade 10 Civics course and in Grade 10 Canadian
History in the Twentieth Century, students are provided with an overview of the
judicial system and are introduced to their rights and responsibilities as
citizens in a democracy.
The
inquiry process, research, and communication skills introduced in elementary
school are reinforced in Grade 10 History and Civics courses. Students who
elect to take the Workplace Law course use skills acquired in these subjects to
develop informed opinion on legal issues.
The
Workplace Law course provides students with the opportunity to gain a practical
knowledge of the legal system before they enter the labour force. Students
continue to develop and hone their reading and writing skills. They are
provided with many opportunities to research, construct, model, display,
explain, and apply the product of their investigation. Activities include
role-play, mock trials, video presentations, and interviews with the legal
community, case studies, and written and oral explanations of their work.
Critical-thinking skills are developed by analysing cases, debating legal
issues, and evaluating and applying their knowledge of legal concepts. The use
of technology to research and make presentations should be encouraged. This is
a course for students whose immediate destination after high school is the
workplace. Many of the students taking this course demonstrate more skill in
hands-on activities than in research and writing. With this in mind, the
Workplace Law course focuses on the skills that assist this type of learner to
be successful. The Workplace Law course also enables students to research and
identify jobs in the community for which legal training or knowledge would be
an asset.
Planning for the Workplace Law
course should include making connections with members of the legal community.
Teachers should be familiar with the legal resources available through the
Internet, as well as more traditional sources such as government agencies,
local libraries, and legal interest groups. The Workplace Law course is designed
for students whose intention is postsecondary entry into the workplace.
Students meet the expectations for this course through practical activities
relevant to them as citizens as well as future members of the workforce.
Knowledge, understanding, and communication expectations are designed to ensure
that students have a working knowledge of the legal system and can access that
knowledge to assist them with issues they may face in their own lives. Students
receiving a credit in the Workplace Law course will be informed legal citizens
who have a continued interest in our legal system.
|
Unit 1 |
Heritage |
20 hours |
|
* Unit 2 |
Rights and Freedoms |
20 hours |
|
Unit 3 |
Criminal Law and Procedures |
35 hours |
|
* Unit 4 |
Regulation and Dispute Resolution |
35 hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
In this
introductory unit, students develop an understanding of what law is and how it
is different from a rule. They examine the connection between religion,
morality, and law. A study of the historical roots of Canadian law assists
students in developing their appreciation of the Canadian legal system.
Students enhance their understanding of the role of government in the passing
of new laws. They also become familiar with how individuals and groups have
been able to influence Canadian law. Students in Catholic schools are provided
with an opportunity to study the Church’s legal traditions, in particular
Mosaic Law. Catholic students enhance their understanding of the rights and
responsibilities of Canadian citizenship.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1: Laws and Rules |
HTV.01, LIV.01, HT1.01, LI1.01, LI1.02 CGE2a, 2b, 2d, 4a, 5e |
Knowledge/ Communication |
Examine different groups to determine types of rules. Explain the difference between rules and law. |
|
2: The Need for Law |
HTV.02, LIV.01, HT1.02, HT1.03, LI1.01, LI1.02 CGE1h, 2b, 2d, 4a, 7g |
Knowledge/ Thinking/Inquiry Communication |
Describe the connection between religion, morality, and law. Examine the purpose of law. |
|
3: Historical Development of Canadian Law |
HTV.01, LIV.01, HT2.01, HT2.02, LI1.01, LI1.02 CGE2b, 2d, 7g |
Knowledge/ Communication |
Summarize the historical sources of Canadian law. Explain the meaning of the term “rule of law”. |
|
4: Passing of New Laws |
HTV.01, LIV.01, HT2.03, HT2.04, LI1.02, LI1.02, LI1.03 CGE2a, 2b, 2d, 4f, 7h |
Knowledge/ Thinking/Inquiry Communication Application |
Explain how statutes are developed and passed into law. Analyse the contributions of individuals or groups who have influenced the making or modification of laws. |
|
5: Categories of Law |
HTV.03, LIV.01, HT3.01, HT3.02, HT3.03, LI1.02, LI1.03 CGE2a, 2b, 2d, 5c |
Knowledge/ Communication Application |
Explain the difference between civil and criminal law. Compare common law and statute law. Identify the traditional categories of law. |
Unit
Culminating Activity Suggestions
Code of
Behaviour – As a result of this unit, students have developed an awareness of
the different kinds of laws that exist. In groups, they could create a code of
behaviour for their classroom, the school, or their place of employment.
Hall of
Fame – Students conduct research into either individuals or groups who have
influenced the law, create a poster outlining their findings, and present it to
the class.
Time: 20 hours
Unit
Description
In this
unit, students investigate the development of rights and freedoms in Canada. An
appreciation of the contributions of individuals and groups to Canadian rights
legislation is developed. Students also examine both the legal rights and
fundamental freedoms outlined in the Charter of Rights and Freedoms and how
they may be limited under the Charter. From a practical standpoint, students
learn what remedies are available when rights have been violated under the
Charter. Catholic students have the opportunity to examine the Church’s views
on the role of government in rights enforcement. They also compare Catholic
rights and freedoms with those found in the Charter.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1: The Evolution of Canadian Rights and Freedoms |
RFV.01, LIV.01, RF1.01, LI1.01, LI1.02 CGE2b, 2d, 7g |
Knowledge/ Thinking/Inquiry Communication Application |
Develop an historical timeline depicting the evolution of Canadian rights and freedoms. |
|
2: People and Our Rights |
RFV.01, LIV.01, RF1.02, LI1.01, LI1.02 CGE2b, 7g |
Knowledge/ Communication |
Create a profile of individuals or groups who have contributed to the development of rights and freedoms in Canada. |
|
3: The Charter of Rights and Freedoms |
RFV.02, LIV.01, RF2.01, LI1.01, LI1.02 CGE2b, 2d, 7h |
Knowledge/ Thinking/Inquiry Communication Application |
Apply scenarios to the Charter. Compare rights and freedoms from the Charter to those under the Catholic Church. |
|
4: Limitations on Our Rights and Freedoms |
RFV.02, LIV.01, LIV.02, RF2.02, LI1.01, LI1.02, LI3.01 CGE2d, 3f, 7e |
Thinking/Inquiry Communication Application |
Create dramatic scenarios that demonstrate limitations where rights are limited. Write a diary entry of a person belonging to a minority group whose rights and freedoms are limited. |
|
5: Dealing with Violations of Our Rights and Freedoms |
RFV.02, LIV.01, RF2.04, RF2.05, LI1.01, LI1.02, LI1.04, LI3.01 CGE2b, 2d, 4a, 5c, 5e, 5f |
Thinking/Inquiry Communication Application |
Examine the process for making a submission to the Canadian Human Rights Tribunal Create a submission for a complaint concerning a violation of Charter rights. |
Unit
Culminating Activity Suggestions
Human
Rights Violations - Students prepare a case dealing with human rights
violations and present it to a board, such as the Ontario Human Rights
Commission, the Board of Inquiry (Human Rights Code), and the Office of the
Ombudsman.
Legal
Report - Students research a legal case, in which there has been a violation of
rights under the Canadian Charter of Rights and Freedoms, and present their
findings in a written report. This would make a good Internet research
activity.
Time: 35 hours
Description
Students
study and evaluate the principles and procedures of the criminal justice
system. In particular, students examine and assess how the justice system
applies to young people.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1: Types of Offences |
CLV.01, CL1.01, CL1.02 CGE2b, 2d, 3b, 7h |
Knowledge/ Communication |
Develop a definition for crime. Use examples to apply their understanding of the elements of a crime. |
|
2: Before the Trial |
CLV.02, LIV.01, LIV.02, CL2.01, CL2.03, LI1.01, LI1.02, LI2.01, LI2.03 CGE2b, 2d, 4f, 7h |
Knowledge/ Communication Thinking/Inquiry |
Research and present short role-plays about aspects of the arrest and pre-trial process. |
|
3: The Trial |
CLV.02, LIV.01, CL2.02, CL2.04, LI1.01, LI1.02 CGE2b, 2c, 5b, 5g, 7h |
Knowledge/ Communication Thinking/Inquiry |
Investigate Canadian trial procedure. Create a poster visually displaying the layout of the court. |
|
4: Sentencing |
CLV.03, LIV.01, LIV.03, CL3.01, Cl3.02, CL3.03, LI1.01, LI1.02, LI2.01, LI2.03 CGE2b, 2d, 3c, 4f, 7h |
Knowledge/ Communication Thinking/Inquiry |
Brainstorm purposes of sentencing. Prepare short oral reports on various types of sentences and programs. |
|
5: Young Offenders |
CLV.04, LIV.01, CL4.01, CL4.02, CL4.03, CL4.04, LI1.01, LI1.02 CGE2b, 3c, 4f, 5e |
Knowledge/ Communication Thinking/Inquiry |
Prepare a set of rights for young people. Compare, in chart form, the Young Offenders Act and the proposed Youth Criminal Justice Act. |
Unit
Culminating Activity Suggestions
Mock
trial - Students research the various aspects of the court as well as various
roles in the court system.
Criminal
Trial - Students follow the process of a criminal trial, if possible, using
various electronic media. Students could then summarize, analyse, and react to
the process of this trial.
Time: 35 hours
Unit
Description
The
areas of civil law studied in this unit includes family, tort, contract, and
employment law. Students investigate how legal disputes in these matters are
settled in Canada. They also have the opportunity to examine and evaluate both
traditional and alternative methods of regulating conduct and settling
disputes.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 and 2: Civil Court Procedures |
RDV.01, RD1.01, RD1.02, RD1.03, RD1.04, LIV.01, LIV.03, LI1.01, LI1.02, LI1.03, LI3.03 CGE2b, 2d, 5g |
Knowledge/ Communication Application |
Explore civil procedures. Prepare a Small Claims Court simulation. Examine marriage case studies |
|
3, 4, 5, and 6: Family Law |
RDV.02, RD2.01, RD2.02, RD2.03, LIV.01, LIV.03, LI1.01, LI1.02, LI1.03, LI3.03 CGE1b, 1d, 1i, 2b, 2d, 3d, 6c, 7a |
Knowledge/ Communication Thinking/Inquiry Application |
Create a Family Law Booklet. Participate in a creative controversy. Prepare a will. Discuss and analyse divorce and custody. |
|
7: Contract Law |
RDV.03, RD3.01, RD3.02, RD3.03, LIV.01, LIV.03, LI1.01, LI1.02, LI1.03, LI3.03 CGE1d, 2b, 2c, 2d, 3d, 5a, 7a |
Knowledge/ Communication Thinking/Inquiry Application |
Check for elements of a contract. Prepare a legal contract. |
|
8: Torts - negligence and Intentional Torts |
RDV.04, RD4.01, RD4.02, LIV.01, LIV.03, LI1.01, LI1.02, LI1.03 CGE1d, 2a, 2c, 3b, 3d |
Knowledge/ Communication Thinking/Inquiry Application |
Intentional and Unintentional Torts - Perform a vignette. |
|
9, 10, and 11: Law in the Workplace |
RDV.05, RD5.01, RD5.02, RD5.03, RD5.04, LIV.01, LIV.03, LI1.01, LI1.02, LI1.03 CGE1g, 2b, 2c, 3b, 4e, 4g, 5b, 5c, 5d, 5h |
Knowledge/ Communication Thinking/Inquiry Application |
Explore federal and provincial legislation and types of bargaining. Participate in a job fair. |
Unit
Culminating Activity Suggestions
As this
unit contains very separate areas of dispute resolution, the teacher may choose
to have a culminating activity for each one and a final overall activity. Civil
Procedures might culminate in a Small Claims Mock Trial or a visit to small
claims court. In the family law activity, students could complete their own
domestic contract, use the Family Law Act to determine division of assets for a
fictional family, or create their own Family Law Booklet. The Tort law activity
might involve students completing a newspaper search of various tort cases,
watching a tort law video at home and doing a comparison organizer on the
differences between ‘real’ and ‘Hollywood’ versions, or presenting Tort
vignettes to the class. Law in the Workplace could culminate in a negotiation
simulation. An overall culminating activity to tie the unit together might
include an examination of alternative methods of resolving these types of
disputes rather than the traditional methods.
It is
suggested that the culminating activity for this course consist of two parts.
One activity, a job fair, provides students with the opportunity to apply the
research and communication skills they have learned. The second activity may
consist of a final content test that demonstrates the legal knowledge students
have acquired.
This
course provides students with the opportunity to acquire a practical knowledge
of law as it will affect them as citizens and members of the labour force.
Critical-thinking skills, such as identifying bias, debating, analysing
sources, and problem solving, are a focus of many activities. Focused inquiry,
data analysis, note-taking, and guided Internet searches are examples of the
research skills that students practise. Students hone their skills in
communication through formal presentations, role-playing, writing in role, and
persuasive writing. Cooperative group learning is another important active
learning strategy fundamental to many activities. Tasks are designed to develop
skills and concepts through a range of student learning styles. Each unit
overview states specific Teaching/Learning Strategies, as well as skills
development, assessment, and evaluation. Many important skills are developed in
the activities.
The
Teaching/Learning Strategies employed in the Grade 11 Workplace Law course
should:
·
encourage
maximum student engagement in the learning activity;
·
permit
student choice regarding the processes and products of learning in the Law
classroom;
·
include
whole-class, small-group, and individual instruction;
·
use
electronic technology as appropriate;
·
address
a variety of learning styles;
·
modify
activities for exceptional students;
·
provide
opportunities for genuine inquiry to generate questions, apply a variety of
investigative approaches, and communicate learning in a variety of ways;
·
encourage
students in self and peer-evaluation;
·
use
formative assessment to provide opportunities for practice and consolidation;
·
make
authentic connections with the classroom, the school, and the local community
and demonstrate respect for the cultural diversity of Ontario classrooms.
The subject discipline of Law has its own particular way in
which language is used to express concepts. In order to help all students, but
especially ESL/ELD students, teaching and learning strategies should show
formative attention to the following aspects of language in written and oral
forms:
·
specialized
vocabulary/idioms;
·
wide
range of tense use, active, and passive voice;
·
words,
phrases, and clausal structures that indicate:
·
sequence/chronology;
·
cause/effect
relationships;
·
contrast/comparatives/superlatives;
·
statements
of opinion, interpretation, inference;
·
statements
of speculation/hypothesis/prediction;
·
statements
of belief, intent, necessity, persuasion, evaluation, definition;
·
explanations
of reason;
·
formation
of questions for formal and informal circumstances, oral or written;
·
active
listening skills (e.g., phrases, and syntax that express encouragement,
requests for repetition, clarification, and restatement);
·
reading/listening
tasks (case study/video-viewing) with a specific and concrete product expected
of students;
·
completion
of a graphic organizer/re-enactment or structured oral response;
·
note-taking/summarizing;
·
non-verbal
communication skills, of particular importance to presentation tasks.
Language
development and the expression of concepts taught are greatly facilitated if
written tasks are reinforced by oral tasks, and vice versa. Learners with
difficulties benefit if models or scaffolds for oral, written, and expressive
communications are provided by their teachers.
The
Achievement Chart, that is the basis for assessment and evaluation in this
course, is found on
pp. 246-247 of The Ontario Curriculum,
Grades 11 and 12, Canadian and World Studies. The chart identifies four major
categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry,
Communication, and Application. These categories encompass the curriculum
expectations in all courses in Canadian and World Studies. When planning
courses and assessment, teachers should review the required curriculum
expectations and link them to the related categories. They should ensure that
all the expectations are accounted for in the instructions and that achievement
of the expectations is assessed within the appropriate categories. Students
should be given numerous and varied opportunities to demonstrate their
achievement of the expectations across the four categories. The descriptions at
Level 3 represent the provincial standard for student achievement.
The Ontario Curriculum, Grades 9 to
12, Program Planning and Assessment outlines the philosophy and guiding principles
concerning assessment and evaluation for Ontario teachers.
Activities
in this course profile suggest formative assessment, including diagnostic and
summative evaluation strategies and tools. Sample rubrics are provided for some
of the major activities and for the unit culminating activity. The Course
Culminating Activity is designed to be a work in progress for all students of
Workplace Law. The teacher should introduce the concept and topic of a
culminating activity at the beginning of the course.
The activities and performance tasks in this
profile are examples of strategies that teachers may use with their own
classes. The following are generic suggestions for assessment and evaluation
techniques in Law courses:
·
Provide
opportunities for students learning to improve by using formative assessment
tools in each unit (e.g., visual organizers, practice quiz, self- and
peer-editing of written work, teacher feedback).
·
Model
the skill that you want students to master (e.g., formulating a thesis,
note-taking, report writing).
·
Share
with students clearly developed criteria for their assessment and evaluation
(e.g., checklists, rubrics). Developing these tools with students will help to
clarify how and why they are being assessed or evaluated.
·
Accommodate
a variety of learning styles and special needs through the modifications
suggested in the activities and how they may improve their performance.
·
Use
assessment tools that are appropriate for the expectations being addressed and
that relate to the categories of the Achievement Chart.
·
Ensure
that criteria used for assessment match expectations in culminating activities
that involve performance assessment.
·
Ensure
that performance tasks involving group work build in positive interdependence
and individual accountability.
·
Rubrics
should make clear to students why they scored as they did and what steps they
need to take to improve.
·
Match
the Assessment/Evaluation Strategy to the Teaching/Learning Strategy.
Students
should become competent researchers and writers through the activities. They
also practise and demonstrate a variety of written and verbal communication
tasks.
The Ontario Curriculum, Grades 9 to
12, Program Planning and Assessment requires that thirty per cent of the grade is
based on a final evaluation in the form of an examination, performance, essay,
and/or other method of evaluation suitable to course content and administered
towards the end of the course.
Decisions
regarding how the thirty-percent is allocated is, ultimately, up to individual
teachers, schools, or boards. However, it is recommended that the thirty
percent be divided between at least two activities. The cumulative activity job
fair may be assigned fifteen percent of the overall mark and a content-based
final test be assigned fifteen percent of the final evaluation. This division
ensures that the skills and knowledge acquired in the course are properly measured.
Because
students in this course will be entering the workforce in the near future, a
number of the course expectations deal specifically with career opportunities
including:
Overall Expectations
LIV.02 -
identify career opportunities available in the legal field.
Specific Expectations
LI2.01 -
identify post-secondary opportunities for legal education;
L12.02 -
list possible careers in law and conduct research on those of interest;
LI2.03 -
identify jobs in the community for which legal training would be an asset.
It
is recommended that the course culminating activity be connected to the area of
career opportunities. One possibility is a job fair. Students would be required
to research information about legal careers, create displays, and present their
findings to their classmates or to other classes. This project should take
place throughout the entire course and may include guest speakers and job
shadowing.
Every
effort is made to assist all students in achieving success in the Workplace Law
course. Specific adaptations and accommodations are recommended with each
activity. Individual Education Plans (IEPs) for exceptional students provide
teachers with specific learning strategies that work best with those individual
students. As well, the proficiency levels, outlined in The Ontario Curriculum, Grades 9 and 10, English As a Second Language
and English Literacy Development, provide teachers and school
administrators with a guide to receiving and accommodating these learners in
the regular classroom.
There
are a variety of strategies that can be used for those students with special
needs. Teachers are encouraged to work with the Special Education teacher to
review students’ IEPs and determine how to assist them in meeting the
expectations of the Grade 11 Workplace Law course. Students with specific
learning difficulties require modifications and accommodations to meet their
particular needs in terms of learning, communicating, and developing an
awareness of personal strengths and weaknesses. Students need to have
opportunities for active learning and interaction within a controlled
environment. The variety of learning strategies and student performance tasks
provide teachers with some guidance, but each individual student’s program
requires appropriate modifications based on the assessment and suggestions
included in the Individual Education Plan. There are many enrichment
opportunities for exploring areas of interest in greater depth or from
different perspectives.
When
planning adaptation(s) of the Understanding Canadian Law, Grade 11, Workplace
course for ESL students, teachers should recognize and reflect on all aspects
of language development. The academic needs of the newly-arrived student to
Adaptation
of the course for ESL students should reflect the knowledge that although most
immigrant students are proficient users of his or her own languages, many
arrive in
Many
assessment tools for ESL/ELD students are formative, both in the assessment of
understanding of concepts and the acquisition and practice of the specifically
identified language forms necessary to express those concepts. The ESL/ELD
student’s self-esteem and motivation to learn benefit greatly when courses
allow expression of their individual skills, interests, and varied life
experiences. Sensitivity to the diversity of cultural, ethnic, and religious
beliefs and customs, socio-economic levels, and family structures of our
newcomer students entails accommodations in the structuring of learning
experiences and the provision of resources. Subject content should be
introduced/presented in ways that focus on its relevance to ESL/ELD students’
needs, be they communicative/ language, acculturation, day-to-day survival,
social, physical, emotional, or cognitive.
Print
Any approved Canadian Law textbook
A Case for
(ISBN 0-7730-5010-8); Vol. III, Social
Justice (ISBN 0-7730-50124),
Pocket Criminal Code 2001.
Human Rights in Employment Law.
Wrongful Dismissal Handbook.
Annotated Canadian Charter of Rights
and Freedoms.
Correctional
Services
Teaching Youth Justice: A Teacher’s Manual for
the Young Offenders Act. Public Legal Education, 1996.
The Classroom Puzzler Educational Resource
Package. Peach
House Press, Inc.
Note: The URLs for the websites have been
verified by the writers prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
American
Constitution – www.law.cornell.edu/constitution/constitution.overview
www.bershire.net/~ifas/documents/constitution.html
Best
Guide to Canadian Legal Research – http://legalresearch.org/
Canada
At the Polls, Elections Canada (613-993-2975) www.elections.ca
Canadian
Bar Association (contests and mock trial information) – www.cba.ca
Canadian
Charter – http://www.pch.gc.ca/ddp-hrd/ENGLISH/charter/contents.htm
Canadian
Constitutional Documents – http://www.solon.org/constitutions/Canada/English/
http://www.ccu-cuc.ca/en/library/constitution.html
Canadian
Elections on the Internet – www.library.ubc.ca/poli/cpwebe.html
www.artsci.lsu.edu/poli/research.html
www.lsu.edu/guests/poli/public_html
Canadian Encyclopaedia World Edition. McClelland and Stewart, 1999:
MacLean’s updates. (Morin and Latimer cases; conflict-resolution mechanisms:
courts, mediation, arbitration)
CBC.ca/cgi-bin/templates/view.cgi (Milgaard compensation)
http://www.canada.gc.ca/howgoc/govorg_e.html (Government Organizational Chart:
Judiciary)
http://www.fcnetwork.org/4thnorth/joyceand.html (Joyce and David Milgaard
presentation)
Canadian
Human rights Tribunal – http://www.chrt-tcdp.gc.ca/
Canadian
Law – www.CanLaw.com
Canadian
Legal Resources on the Net – http://www.nbnet.mb.ca/~psim_law.html
Canadian
Resource Bank for Democracy and Human Rights – http://www.front.web.net/canadem
Consumer
Information – www.consumerinformation.ca
Department
of Justice – Lawcanada.justice.gc.ca/Loireg/index_en.html
Guide
to Ontario Courts – http://www.ontariocourts.on.ca/english.htm
Human
Rights in Action – http://www.un.org/Pubs/CyerSchoolBus/humanrights/index/html
Judgements
from the Supreme Court, 1985-2000 – http://www.lexum.umontreal.ca/csc-scc/
Junior High Justice –
http://edm.johnhoward.org/education/graphics.html
Jurist
Law
Commission of
Law-related
Internet Resources – http://infolibrary.yorke.ca/depts/law/links.htm
The
Law Room – http://www.uottawa.ca/hrrec/lawroom/lawroom.html
Laws
of
Legal
Line – www.legalline.ca
Local
or national newspapers, magazines B Indexes, Databases & Full Text
Periodicals at BCIT Libraries – www.lib.bcit.bc.ca/le.htm
The
Mounties Finally Get Their Man – www.singh~songh.org
National
Film Board of
Newspapers
and Magazines and Editorials –
http://www.webwombat.com.au/intercom/newsrs/index.htmhttp://www.fact.com/eof.htm
RCMP
– http://www.rcmp-grc.gc.ca/
Research
Tool and Law Links –
http://www.umanitoba.ca/faculties/law/Research/Research_index.html
Site
for Canadian Law and resource materials – http://www/acjnet.org/acjeng.html
Sources
of Canadian Federal and Provincial Legislation: LIS2133: Legal Literature –
www.fis.utoronto.ca/courses/LIS/2133/legisour.htm
StudyWeb:
Government & Politics: World Government and Canadian Government –
www.studyweb.com/links907.htm
Summary
of Choosing a Government, Ontario Conference of Catholic Bishops, 1998
(OCCB@OCCB.on.ca) – www.OCCB.on.ca (416-923-1423)
Supreme
Court Reports – www.droit.umontreal.ca/e_index
A
Technology of Citizenship: Learning Democracy –
www.oise.utoronto.ca/CASAE/cnf99/eharris.htm
United
Nations Charter - http://www.un.org/aboutun/charter/index.html
United
Nations Declaration of Human Rights – http://www.un.org/
World
Youth
FAQ – http:www.acjnet.org/youthfaq/index.html
www.Canada.gc.ca
CBC News in Review – In particular the following
episodes have relevant segments: Sept. 1990 – Donald Marshall; Feb. 1991 –
Canada’s Anti- Hate Law: The Keegstra Case; Oct. 1991 – Canada’s Rape Shield
Law; Nov. 1991 – Capital Punishment in Canada; Feb. 1992 – Nancy B.: The Right
to Decide; May 1992 – Freedom for David Milgaard; Mar. 1993 – The Trials of Guy
Paul Morin; Oct. 1993 – Sue Rodriguez: Choosing Death; Feb. 1994 – Judges: The
Use of Power; May 1994 – The New Criminals: Trigger Happy; Dec. 1994 – After the
Crime: Is Justice Served? Mar. 1995 – DNA Evidence: Science or Justice?; Apr.
1995 – Guns Control Law: To Stop The Killing, Cameras in Court: Justice Seen to
be Done; Sept. 1995 – The Latimer Case: Mercy or Murder?; Oct. 1995 – The
Bernardo Case: The Monster Among Us; Feb. 1998 – The Krever Inquiry: Assigning
Blame; Apr. 1998 – Marijuana: Taking Another Look; Mar. 2000 – Private Prisons:
The Profit Motive; May 2000 – Reena Virk: A Senseless Death, Conditional
Sentencing: Effective or Not?
Evolution of the Canadian Constitution. School Services of Canada Ltd.
Freedom Had A Price. NFB (C9194 043/EC009)
Government in
High Risk Offender. NFB. (C9198 073/EC009)
Human Rights in
Justice Denied. NFB (C9189 100/EC009).
Post Mortem: A Look at Forensic
Science. CBC
A Question of Justice. TV/Ontario, Ministry of the
Attorney General. A series of ten videos dealing with a variety of legal
issues. Also includes a teacher’s manual with each episode.
The Road to Patriation. NFB (106C 0184 013)
TVO
Marketing
Twice Condemned. NFB (117C 0193 095)
You’re Under Arrest. NFB (106C 0179 088)
Teacher-librarian/Resource
teacher
Priest
or Chaplain
Human
resources vary based on locality, but could include a lawyer, judge, court
clerk, court reporter, police officer (municipal, provincial, federal),
probation officer, member of parliament, member of provincial parliament,
member of the Canadian Civil Liberties Association, and/or member of either the
John Howard Society or Elizabeth Frye.
(Note:
These are mainly for teacher reference but some may be adapted for student
use.)
Christian Justice.
Do Justice!
Dreams, Dilemmas and Decisions.
Gaudium et Spes. Second Vatican Council document.
Love Kindness. Jesuit Centre for Social Justice.
On Choosing a Government.
Rerum Novarum. Papal Encyclical.
Sollicitudo Rei Sociali. Papal Encyclical, 1986.
Summa Theological. St. Thomas Aquinas.
This
course profile is designed to assist teachers in the implementation of
Understanding Canadian Law, Grade 11, Workplace Preparation. This course is one
of the law courses listed in The
Coded
Expectations, Understanding Canadian Law, Grade 11,
Workplace Preparation, CLU3E
HTV.01 · explain why we need laws;
HTV.02 · describe the historical development of
Canadian law;
HTV.03 · distinguish among the various types and
categories of law.
The Need
for Law
HT1.01 – explain the difference between laws and
rules;
HT1.02 – describe the connection between religion,
morality, and law;
HT1.03 – explain the purpose of law in our community.
The
Development of Law
HT2.01 – summarize the sources of our body of law
(e.g., the Code of Hammurabi, Mosaic law, Roman law, English common law);
HT2.02 – explain the meaning of the term the rule
of law;
HT2.03 – explain how statutes are developed and
passed into law;
HT2.04 – analyse the contributions of individuals and
groups who have influenced the making of new laws or the modification of old
laws by governments in democracies that change laws.
Categories
of Law
HT3.01 – explain the difference between civil and
criminal law;
HT3.02 – compare common law and statute law;
HT3.03 – identify the traditional categories of law
(e.g., family, tort, contract, criminal).
RFV.01 · explain how rights and freedoms have
developed in
RFV.02 · identify the rights and freedoms outlined in
the Canadian Charter of Rights and Freedoms and explain how to exercise them.
Rights
and Freedoms in
RF1.01 – describe the development of rights
legislation from the Canadian Bill of Rights to the Charter of Rights and
Freedoms;
RF1.02 – identify groups and individuals who have
contributed to the development of rights legislation in
The
Canadian Charter of Rights and Freedoms
RF2.01 – identify the legal rights and
fundamental freedoms outlined in the Charter of Rights and Freedoms;
RF2.02 – explain how rights and freedoms
may be limited under the Charter;
RF2.03 – explain the importance of
acknowledging and respecting minority rights in a democratic society;
RF2.04 – describe how a citizen makes a
complaint concerning a violation of Charter rights;
RF2.05 – describe the remedies available to citizens
whose rights have been violated under the Charter.
CLV.01 · differentiate between criminal and
regulatory offences;
CLV.02 · describe the criminal trial process;
CLV.03 · identify the sentencing options available to
judges in a criminal trial or provincial prosecution;
CLV.04 · explain how criminal and provincial laws
apply to young people.
Types of
Offences
CL1.01 – describe the elements the Crown must prove
for an action to be considered a crime;
CL1.02 – explain the key characteristics and main
elements of selected offences under the Criminal Code and federal statutes
(e.g., crimes against the person, property crimes, drug-related offences) and
under the Provincial Offences Act (e.g., most motor vehicle offences).
Investigation
and Trial
CL2.01 – describe the role of the police and of
provincial and municipal officials (e.g., inspectors) in maintaining order and
peace in our society;
CL2.02 – describe the criminal court structure and organization;
CL2.03 – describe the procedures that take an accused
from being charged to trial (e.g., arrest and release procedures);
CL2.04 – explain the rules and procedures governing
jury selection, admissible evidence, and an acceptable defence.
Sentencing
CL3.01 – describe the role of the probation officer
in sentencing recommendations;
CL3.02 – identify some common and alternative
sentencing options available to a judge in a criminal trial;
CL3.03 – explain the purpose and principles of
sentencing.
Criminal
Law and Young People
CL4.01 – describe the law as it relates to young
people under the Young Offenders Act;
CL4.02 – identify controversial aspects of the Young
Offenders Act and the proposed Youth Criminal Justice Act;
CL4.03 – describe areas of law, besides those covered
in the Young Offenders Act, that apply to young people (e.g., drinking and
driving laws; laws relating to violence and sexual assault; laws dealing with
drugs, alcohol, and tobacco; child protection laws).
RDV.01 · describe the process for taking a civil case
to trial and resolution;
RDV.02 · describe how the law applies to family
matters;
RDV.03 · describe the role of law in everyday
contractual matters;
RDV.04 · describe how the law may serve people who
are intentionally or unintentionally injured or harmed by others;
RDV.05 · describe the role of law in the workplace.
Civil
Litigation
RD1.01 – create a chart showing the courts that try
civil actions;
RD1.02 – identify the types of cases tried in each
kind of civil court (e.g., small claims court, family court);
RD1.03 – summarize the processes of taking a civil
case to resolution (e.g., through Alternative Dispute Resolution, trial);
RD1.04 – describe the types of damages recognized in
civil court (e.g., special, general, nominal).
Family
Matters
RD2.01 – define what is meant by a legal marriage;
RD2.02 – explain the key areas of family law (e.g.,
property division upon separation or death, rights of common-law spouses,
same-sex spousal rights, children’s rights, custody and support, wills and
estates);
RD2.03 – describe the steps necessary to obtain a
legal divorce.
Contractual
Obligations
RD3.01 – explain what is meant by a contract in law
and what happens when a contract is broken;
RD3.02 – explain the special protections afforded to
young people in making contracts;
RD3.03 – explain how and when it may be necessary to
use the law in a civil dispute (e.g., landlord-tenant disputes, mortgage or
credit issues, consumer complaints).
Tort Law
RD4.01 – define a tort and the elements necessary to
determine negligent or deliberately dangerous conduct;
RD4.02 – explain some defences to torts and possible
remedies available to victims.
Law and
the Workplace
RD5.01 – describe the protections afforded to workers
by federal and provincial legislation, including those relating to injury and
unemployment, and harassment and discrimination;
RD5.02 – investigate the major differences in
employer/employee situations in non-unionized and unionized environments (e.g.,
with respect to the negotiation of contracts, severance, security);
RD5.03 – explain the principles of collective
bargaining and the laws governing the bargaining process;
RD5.04 – describe the steps that can be taken (e.g.,
mediation, grievance, formal complaint to labour boards or other provincial
agencies or tribunals) and the remedies provided (e.g., employer sanctions,
compensation) if employee rights are violated.
LIV.01 · communicate legal knowledge
effectively;
LIV.02 · identify career opportunities
available in the legal field;
LIV.03 · evaluate the role of law in
current controversies.
Communication
LI1.01 – present information on legal
issues, using a variety of traditional and electronic formats (e.g., mock
trials, debates, reports, multimedia presentations);
LI1.02 – demonstrate an ability to listen
and read critically, find relevant information, and express and support
opinions, using proper legal terminology;
LI1.03 – identify a variety of legal information
services and use them effectively (e.g., Internet websites, legal help-lines,
law libraries, community and government agencies).
Career
Opportunities
LI2.01 – identify postsecondary opportunities for
legal education;
LI2.02 – list possible careers in law and conduct
research on those of interest;
LI2.03 – identify jobs in the community for which
legal training would be an asset.
Current
Controversies
LI3.01 – evaluate the role of law in protecting the
rights of certain groups or individuals (e.g., women, children, Aboriginal
people, minorities, victims of crime);
LI3.02 – assess the legal implications of various
technological developments (e.g., cloning, surrogate motherhood, Internet
censorship);
LI3.03 – describe the principles of Alternative
Dispute Resolution and conflict resolution strategies.
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.