Course Profile Understanding Canadian Law, Grade 11,
Workplace Preparation, Catholic and Public
Unit
2: Rights and Freedoms
Time: 20 hours
Activity 2.1 | Activity
2.2 | Activity 2.3 | Activity 2.4 | Activity
2.5
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.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1: The Evolution of Canadian Rights and Freedoms |
2.5 hours |
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. |
|
2.2: People and Our Rights |
5 hours |
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. |
|
2.3: The Charter of Rights and Freedoms |
3.75 hours |
RFV.02, LIV.01, RF2.01, LI1.01, LI1.02 CGE2b, 2d, 7h |
Knowledge/ Communication |
Apply scenarios to the Charter. Compare rights and freedoms from the Charter to those under the Catholic Church. |
|
2.4: Limitations on Our Rights and Freedoms |
3.75 hours |
RFV.02, LIV.01, LIV.03, RF2.02, RF2.03 LI1.01, LI1.02, LI3.01 CGE2d, 3f, 7e |
Thinking/Inquiry Communication Application |
Create dramatic scenarios demonstrating situations where rights are limited. Write a diary entry of a person, belonging to a minority group, whose rights and freedoms have been limited. |
|
2.5: Dealing with Violations of Our Rights and Freedoms |
5 hours |
RFV.02, LIV.01, RF2.04, RF2.05, LI1.01LI1.02, LI1.04, LI3.01 CGE2b, 2d, 4a, 5c, 5e, 5f |
Thinking/Inquiry Communication Application |
Examine the process for making submission to the Canadian Human Rights Tribunal. Create a submission for a complaint concerning a violation of Charter rights. |
Note: The assessment and evaluation tools
which have been provided with this profile are very generic in nature and are
provided as samples only of how the teacher may wish to assess/evaluate
students’ work. The best assessment/evaluation tools are those created by the
teacher and students collaboratively.
Time: 150 minutes
In this
opening activity, students begin to develop their understanding of rights and
freedoms they have under Canadian law. They begin by becoming familiar with
historical events from the Bill of Rights to the Charter of Rights and
Freedoms, which have been important in the evolution of Canadian rights and freedoms.
Students also examine the Catholic Church’s view on the role of government in
the area of rights and freedoms.
Strand(s): Rights and Freedoms, Methods of Legal Inquiry
Overall
Expectations
RFV.01 -
explain how rights and freedoms developed in Canada;
LIV.01 -
communicate legal knowledge effectively.
Specific
Expectations
RF1.01 -
describe the development of rights legislation from the Canadian Bill of Rights
to the Charter of Rights and Freedoms;
LI1.01 -
present information on legal issues, using a variety of traditional and
electronic formats;
LI1.02 -
demonstrate an ability to listen and read critically, find relevant
information, and express and support opinions, using proper legal terminology.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of contemporary
society.
·
In
the Grade 5 program - Aspects of Government in Canada, students studied the
rights of Canadians, including those specified in the Charter of Rights.
·
In
the Grade 10 Civics course, students described the changing nature of Canadian
citizenship rights and responsibilities based on an examination of provincial
legislation, The Bill of Rights (1960), and the Canadian Charter of Rights and
Freedoms (1982).
·
In
both the Grade 10 History and Civics courses, students recorded and organized
information using a variety of methods.
·
Prepare
overheads of the passage from the Catechism of the Catholic Church (see
Strategy 3) and the timeline.
·
Check
students’ Internet knowledge and review school/board Internet policy on ethical
and safe usage.
1. To begin to develop students’ understanding
of rights and freedoms, the teacher presents the following scenario: You are
driving your car, obeying all of the rules of the road and you are suddenly
pulled over by the police. In a case of mistaken identity, you are arrested.
What rights do you have? Put student responses on the board. (Possible
responses - to be told of reason for your arrest, to have your rights read, to
speak to a lawyer, etc.).
2. Students
write down five rights and freedoms they believe they should have and the
reasons why these rights and freedoms should exist. Teachers should encourage
students to list a variety of rights, not just those having to do with the
legal justice system.
3. The teacher asks students, “Where did you get
these rights and freedoms.” Possible student responses may include the courts,
the government, a religious group. The teacher places the following passage,
from the Catechism of the Catholic Church,
on an overhead.
...Every human person, created in the image of God, has the natural
right to be recognized as a free and responsible being. All owe to each other
this duty of respect. The right to the exercise of freedom, especially in moral
and religious matters, is an inalienable requirement of the dignity of the
human person. This right must be recognized and protected by civil authorities
within the limits of the common good and public order. (p. 482)
Students
examine the passage and determine the rights that the Catholic Church considers
important. (List them on the board.) Who does the Church believe is responsible
for ensuring that these rights are recognized and protected? Students should
determine that the government has an important role in the protection of human
rights. The teacher introduces the Canadian Bill of Rights and the Charter of
Rights and Freedoms.
4. Students use their texts to create a timeline
showing the stages of development of rights legislation from the Canadian Bill
of Rights to the Charter of Rights and Freedoms. The teacher may facilitate
this work by having a timeline with important dates already prepared or jumble
the information and have students place it in the correct order. See Appendix
2.1.1 for a sample of possible information.
5. To ensure that students have the correct
information, the teacher uses an overhead to record the correct responses.
(Note:
numbers refer to the corresponding Teaching/Learning Strategy above.)
2. Roving conference by the teacher to ensure
that students understand the assignment and stay on task
2. Formative assessment by the teacher of
students’ responses for completeness and accuracy
4. Roving conference by the teacher to ensure
that students are able to locate the necessary information
5. Formative assessment by the teacher of
students’ responses for completeness and accuracy. Teachers may wish to use a
Learning Skills Checklist to assess Work Habits (See Appendix 2.1.2.)
·
Ensure
that copies of the IEPs of identified students are available so that noted
accommodations are being addressed (e.g., use of computers, extra time for
assignments, assistance with scribing, etc.).
·
ESL
students may wish to do a contrast/comparison of five rights in
·
Students
with developmental disabilities may create a personal timeline in order to reinforce
this concept. This may reflect personal rights achieved within their own family
structure (e.g., responsibility of a house key, telephone privileges, using
appliances independently, etc.). Provide prior assistance with the concept of a
timeline using the textbook for information.
Print
Student
text
Catechism of the Catholic Church.
Appendix 2.1.1 – Timeline of the Evolution of
Rights and Freedoms in
Appendix
2.1.2 – Learning Skills Checklist
Time: 300 minutes
In this
activity, students are introduced to people and groups who were important in
the gradual acceptance of the concept of human rights and subsequent
legislation in Canadian history. They learn that some of our most cherished
values came about as a result of political and legal struggles. By helping
students understand the personal aspect of this process, they become better
citizens and better advocates for their own rights, the rights of their
community, and the rights of others.
Overall
Expectations
RFV.01 -
explain how rights and freedoms developed in
LIV.01 -
communicate legal knowledge effectively.
Specific
Expectations
RF1.02 -
identify groups and individuals who have contributed to the development of
rights legislation in
LI1.01 -
present information on legal issues, using a variety of traditional and
electronic formats;
LI1.02 -
demonstrate an ability to listen and read critically, find relevant
information, and express and support opinions, using proper legal terminology.
CGE2b -
reads, understands, and uses written materials effectively;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
In the
Grade 10 Civics course, students researched and wrote about individuals and
groups who made a difference in public life. They also briefly studied Canada’s
legal and political history and were introduced to several famous personalities
who had direct influences on the development of human rights in Canada and the
rest of the world.
Teachers
should familiarize themselves with the history of human rights in Canada. There
are several historical examples of people’s rights, as understood today, being
infringed upon. Examples, such as the treatment of Aboriginal peoples, the
Chinese immigrant head tax, the lack of voting or personal rights for women,
and the internment of the coastal Japanese during World War II, may be pointed
out. The enactment of the War Measures Act during the October Crisis in 1970
and the long struggle for the recognition of the rights of the French-speaking
community in Quebec and in the rest of Canada should be familiar to students as
well.
1. The teacher reviews with students the fact
that laws change as society changes. In the previous unit, students were
introduced to their legal heritage. It has obviously developed over the years.
Through large-group discussion, students develop an understanding that change
like this is not inevitable. It takes the realization of the need and the
dedication of groups and individuals to make changes come about.
2. Using
the Socratic method, the teacher reviews, from Activity 1, a list of rights
that Canadian citizens possess. Usually, the rights students are sure of
include their legal and personal rights. The teacher could list these rights
and others on the board or on a large poster. The list could include those
above and political freedom (vote freely and privately with real choice,
guaranteed regular elections); freedom of statement, thought, and conscience;
freedom of religion; freedom of movement; and freedom of association.
3. Students are then introduced to the
individuals chosen by the teacher to represent those responsible for these
rights being enshrined in the law by being dedicated to changing Canadian human
rights laws for the better. This list could include John Diefenbaker, Emily
Murphy, Nellie McClung and the Famous Five, Pierre Elliott Trudeau, Elijah
Harper, Dr. Rev. Moses Coady, Tony Clarke (Vice Chair of Council of Canadians)
among others. The length of the list depends on the student text,
Library/Resource Centre, and the extent of available resources.
4. Students choose a particular individual or
group, write a profile of them, and present it to the class. The profile should
include a short personal history, a summary of the problems faced by the person
or groups being studied, and a more detailed explanation of the outcome of the
struggle and its importance in the development of modern Canada. This assignment
is completed on an individual basis. For visual or tactile learners, the
profile could be presented in a poster format.
(Note:
numbers refer to the corresponding Teaching/Learning Strategy above.)
4. Roving conferences by the teacher to ensure
that students are on task
4. Formative Assessment of Learning Skills
through a checklist (Appendix 2.1.2) (Teachers have an opportunity to observe
students’ learning skills while they are working on their profile, in particular:
Works Independently, Organization, and Initiative)
4. Summative evaluation of students’ profile
presentations through a checklist (Appendix 2.2.1)
·
Provide
a visual key to help explain the Socratic method for students who need this kind
of reinforcement.
·
Arrange
for an Educational Assistant/peer helper to help with comprehension of the
evolution of the law. This may involve scribing of notes, helping compose the
lists of rights, etc.
·
Confer
with the Special Education Department to assist with choice of profile topic
and research.
·
Length
or format of profile may be altered to reflect the IEP.
·
Special
Education Department may provide support to check for completeness and
comprehension of materials.
·
Students
with a developmental disability may be paired with a partner and assume one
aspect of researching and presenting their profile.
Print
Student
text
Teacher
resources
Grade
10 History text and/or Grade 10 Civics text
Newspapers
(e.g., Toronto Star, Globe and Mail)
Magazines
(e.g., MacLean’s, Saturday Night)
James
Marsh, ed. The 2000 Canadian
Encyclopaedia. Toronto: McClelland and Stewart, 2000.
Websites
The Canadian Encyclopaedia on-line –
www.thecanadianencyclopedia.com/
Canadian Human Rights Tribunal –
www.chrt-tcdp.gc.ca
Canadian Social Research Net –
www.canadiansocialresearch.net
Human
Rights and the Global Connection – citd.scar.utoronto.ca/ggp/home.htm
www.elibrary.ca
(with any of the individuals listed as the search string)
World
Wide Legal Association – Canadian Law: History – www.wwlia.org/cahist.htm
Appendix
2.2.1 – Checklist for Assessment of Oral Presentation
Time: 225 minutes
In this
activity, students become familiar with the Charter of Rights and Freedoms
through scenarios. Students find the section of the Charter that applies to
each scenario and discover the violation that has occurred. Catholic students
are asked to compare rights and freedoms from the Church with those granted
under the Charter.
Strand(s): Rights and Freedoms, Methods of Legal Inquiry
Overall
Expectations
RFV.02 -
identify the rights and freedoms outlined in the Canadian Charter of Rights and
Freedoms and explain how to exercise them;
LIV.01 -
communicate legal knowledge effectively.
Specific
Expectations
RF2.01 -
identify the legal rights and fundamental freedoms outlined in the Charter of
Rights and Freedoms;
LI1.01 -
present information on legal issues, using a variety of traditional and
electronic formats;
LI1.02 -
demonstrate an ability to listen and read critically, find relevant
information, and express and support opinions, using proper legal terminology.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE7h -
exercises the rights and responsibilities of Canadian citizenship.
·
In
the Grade 5 program - Canada and World Connections, students studied the rights
of Canadians including those specified in the Canadian Charter of Rights and
Freedoms.
·
In
the Grade 10 Civics course, students examined the changing nature of Canadian
citizenship rights in their study of the Ontario Bill of Rights and the
Canadian Charter of Rights and Freedoms.
·
The
teacher obtains copies of the Charter of Rights and Freedoms.
·
The
teacher prepares copies of Appendices 2.3.1, 2.3.2, 2.3.3, and 2.3.4.
1. The teacher reviews with students how Canada
came to have a Charter of Rights and Freedoms (Activity 2.1).
2. The class is divided into groups of two or
three students. Using Appendix 2.3.1, students read the different scenarios and
decide on the relevant section of the Charter and the Charter violation. Each
member of the group is responsible for completing his/her own scenario sheet.
Each student should have his/her own copy of the Charter. Many law texts have
the Charter as an appendix or the teacher could download a copy. (See Resources
for suggested sites.) Because some students may have difficulty with some of
the phrasing of the Charter, the teacher may wish to ensure that there is a
peer helper available to help explain terms.
3. Once the groups have completed their
examination of the Charter, the class discusses the correct responses for each
scenario.
4. It is important that students recognize the
fact that the Catholic Church also has a number of rights and freedoms to
which, it believes, each person is entitled. Using the Charter and Appendices
2.3.2 and 2.3.3, students compare Church and Charter Rights and Freedoms.
5. The class discusses the similarities and
differences between Church and Charter Rights and Freedoms.
(Note:
numbers refer to the corresponding Teaching/Learning Strategy above.)
2. Roving conferences by the teacher and the
peer helper to ensure that students are on task
2. Formative assessment of students’ work in
their groups by the teacher using a checklist
(Appendix 2.3.4) (The teacher should select two or three items from the
checklist to assess, as it would be difficult to assess to all of the suggested
items. There are several opportunities for the teacher to use this checklist
throughout the unit.)
3. Formative assessment of students’ work for
completeness and accuracy (The teacher may wish to assess the work using
Appendix 2.1.2 – Learning Skills Checklist.)
4. Formative assessment of students’ charts for
completeness and accuracy
·
Staff
in the Special Education department are provided with prior access to the
Charter of Rights and Freedoms in order to ensure all students can participate
in the review discussion.
·
The
teacher may review cooperative group skills and dynamics, as well as individual
responsibilities, and ensure that a balance within group structures reflects
varied strengths, abilities, and needs.
·
Ensure
that a peer tutor/Educational Assistant is available to help with terminology
and note-taking, if necessary.
·
Allow
for an alternate presentation format, such as audio taping.
Print
Student
text
The
Charter of Rights and Freedoms
Websites
Canadian
Constitutional Documents – http://www.solon.org/constitutions/Canada/English/
http://www.ccu-cuc.ca/en/library/constitution.html
http://www.sfu.ca/~aheard/c_constitution.html
Catholic Church Documents – Pacem in Terris (Peace on Earth); Populorum Progressio (On the Development
of Peoples); Solicitudo Rei Socialis
(On Social Concerns), Octogesima
Adveniens (A Call to Action); Justica
in Mundo (Justice in the World). All of these documents may be found at
http://www.osjspm.org/cst/doculist.htm
Video
Sources
“What
About My Rights?” A Question of Justice
Series. TV Ontario, 1994.
Appendix
2.3.1 – Charter Scenarios
Appendix
2.3.2 – Rights from the Catechism of the Catholic Church
Appendix
2.3.3 – Comparing Rights and Freedoms Under the Charter and the Catholic Church
Appendix
2.3.4 – Observational Checklist for Assessing Group Discussions
Time: 225 minutes
Through
the presentation of dramatic scenarios, students become aware that rights and
freedoms may have to be limited under the Charter. Students also develop an
appreciation of how important it is to acknowledge and respect the rights of
minority groups in a democratic society.
Strand(s): Rights and Freedoms, Methods of Legal Inquiry
Overall
Expectations
RFV.02 -
identify the rights and freedoms outlined in the Canadian Charter of Rights and
Freedoms and explain how to exercise them;
LIV.01 -
communicate legal knowledge effectively;
LIV.03 -
evaluate the role of law in current controversies.
Specific
Expectations
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;
LI1.01 -
present information on legal issues, using a variety of traditional and
electronic formats;
LI1.02 -
demonstrate an ability to listen and read critically, find relevant
information, and express and support opinions, using proper legal terminology;
LI3.01 -
evaluate the role of law in protecting the rights of groups or individuals.
Ontario
Catholic School Graduate Expectations
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
ethical, socio-economic, and ecological) for the development of a just and
compassionate society;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
·
In
the Grade 10 Civics course, students studied the elements of democratic
decision making; legal cases wherein rights and responsibilities were upheld or
restricted; the differences between democratic and authoritarian forms of
decision making; and the similarities and differences in the way power is
distributed in groups, societies, and cultures.
·
In
the Grade 10 History and Civics courses, students examined the rights of
minority groups during World War II in both Canada (Japanese internment) and
Germany (the Holocaust).
·
To
assist students who may have difficulty creating a dramatic scenario, the
teacher may prepare a list of suggestions for topics.
·
If
the teacher decides to substitute the diary activity with a collage or poster,
the necessary materials, such as poster paper, magazines, etc., must be
collected.
1. Students are presented with the following
scenario: A student stands up in a crowded cafeteria and yells, “Fire!” when
there really is no fire. This student is expressing his right to freedom of
expression. Should he/she be allowed to do this? Why or why not?
2. Through a class discussion of the scenario,
students determine that, in many situations, there must be limits on our rights
and freedoms.
3. In groups, students create their own dramatic
scenario in which a person’s rights or freedoms have to be limited. Student
should refer to their copies of the Charter. Dramatic scenarios are presented
to the class. The class is asked to identify the behaviour that needs to be
limited and why. Responses should be recorded both on the board and in student
notes.
4. Once students have a good understanding of
the need to place limits on our rights and freedoms, the teacher asks students
for examples of when it would be wrong to place limits on people’s rights and
freedoms. The teacher leads the discussion to examining what is wrong when a
person’s rights and freedoms are limited because of membership in a minority group.
What could happen to these people? List student responses.
5. Students are asked to write a diary entry
from the standpoint of a person who belongs to a minority group who has had
his/her rights and freedoms limited. For visual or tactile learners, the
teacher may have students create a poster or collage showing scenes in which a
person’s rights have been limited.
(Note:
numbers refer to the corresponding Teaching/Learning Strategy above.)
3. Formative assessment of group work by self-
and peer assessment using a checklist (Appendix 2.4.1)
3. Summative evaluation of dramatic
presentations by the teacher using a checklist (Appendix 2.4.2)
5. Formative assessment of students’ diary
entries by the teacher for understanding of the problems experienced by
minority groups when their rights and freedoms are wrongly limited
·
Review
notes shared with Special Education department prior to activity so they may
assist students in preparing for group participation.
·
Provide
peer tutor/Educational Assistant for explanation of phrasing and terminology in
the Charter.
·
The
teacher assessment checklist may be adjusted with input of Special Education
department to more accurately reflect identified student participation and
effort.
·
Extension
activities may include students procuring a guest speaker (e.g., a member of
the religious community with some expertise) to address the Church’s position
on rights and freedoms and the conflicts it encounters.
Print
A Case for Canada, Vol. I, Rights and Freedoms (ISBN 0-7730-5008-6); Vol. II, Minority Rights
(ISBN 0-7730-5010-8). Toronto: Copp, Clark, Pitman, 1991. An excellent resource
for teachers which gives examples of Charter Cases.
Marcotte, Carolyn and Christin. A Question of Justice – What About My
Rights? Teacher Resource. Toronto: McGraw-Hill Ryerson Ltd., 1994.
Excellent resource for teachers.
Appendix
2.4.1 – Peer/Self-Evaluation Observation Checklist
Appendix
2.4.2 – Dramatic Scenario Checklist
Time: 300 minutes
Students
learn to understand and initiate the process by which possible human rights
violations are dealt with. They demonstrate this understanding by exploring,
step by step, the process of officially dealing with a possible human rights
violation. They show knowledge of the concept of human rights and the
structures put in place to help our society manage change and maintain our
rights and freedoms.
Strand(s): Rights and Freedoms, Methods of Legal Inquiry
Overall
Expectations
RFV.02 -
identify the rights and freedoms outlined in the Canadian Charter of Rights and
Freedoms and explain how to exercise them;
LIV.01 -
communicate legal knowledge effectively.
Specific
Expectations
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;
LI1.01 -
present information on legal issues, using a variety of traditional and
electronic formats;
LI1.02 -
demonstrate an ability to listen and read critically, find relevant
information, and express and support opinions, using proper legal terminology;
LI1.04 -
compile summary notes in a variety of forms and for a variety of purposes,
including research and preparation for oral presentations, tests, and
examinations;
LI3.01 -
evaluate the role of law in protecting the rights of groups or individuals.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5e -
respects the rights, responsibilities, and contributions of self and others;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
In
the Grade 10 Civics course, the legal process, the Canadian governmental
system, and the Canadian Charter of Rights and Freedoms were introduced and
students were given an understanding of how the political and judicial systems
protect the rights and uphold the responsibilities of citizens.
·
Students
are also familiar with the Canadian Charter of Rights and Freedoms from
previous activities.
·
Teachers
should become familiar with the Canadian Human Rights Tribunal and its role in
settling human rights disputes. The websites help in this task. The teacher
should decide if they will give students a scenario or an actual case to
present to the Commission. Cases have to be researched. Knowledge of the
relevant sections of the Charter is also necessary.
1. In this activity, the teacher gives students
several scenarios. They can be handed out, put on an overhead, or put on the
board. Scenarios could consist of the following:
a) A
student wishes to wear a yarmulke in a school with a no-hat policy.
b) A
student refuses to let a principal open her locker.
c) Students
are prevented from forming a student union to negotiate school hours with the
board.
d) During
a weapons search, a Sikh student is arrested for wearing a kirpan (a ceremonial
dagger).
2. Students form teams of up to three people.
Their task is to represent, as lawyers, one of the students in a particular
scenario. In their teams, students research the Charter to find the rights that
are in question. The teams record their findings; then brainstorm to summarize
the arguments they will present. Arguments must be recorded.
3. The teacher introduces the Canadian Human
Rights Tribunal. A short summary of what the Tribunal does and how they do it
can be found on the websites and in documents available from this organization.
In their teams, students read about and develop an understanding of the role of
this group. Once this task is completed, students begin the process of making a
human rights complaint.
4. Students research the complaint system in the
Library/Resource Centre or computer lab. If they are not available, the
Commission should be contacted directly. Websites and phone numbers are in
Resources.
5. Once students understand the requirements of
the process, they write a submission to be handed in to the teacher. This
submission should include reference to the relevant Charter rights, the legal
arguments, and the “official document”. Each student is also responsible for
submitting a one-page assessment of the process of filing a complaint.
Questions could include: Why do you believe that this complaint should be acted
upon by the Commission? What was easy about this process? What was difficult
about it? Do you feel the process is one that encourages public participation?
Why or why not?
(Note:
numbers refer to the corresponding Teaching/Learning Strategy above.)
2. Roving conference by the teacher to ensure
that students are on task
3. Formative assessment of students’ work in
their groups by the teacher using a checklist
(Appendix 2.3.4 – Observational Checklist for Assessing Group Discussions) or
self-/peer assessment using a checklist (Appendix 2.4.1 – Peer/Self-Evaluation
Observation Checklist)
5. Formative assessment of the groups’
submissions by the teacher for completeness and accuracy.
6. Summative evaluation of the individual
assessments of the complaint process by the teacher using a rubric (Appendix
2.5.1 – Written Report Rubric)
·
Provide
peer tutor/Educational Assistant for assistance with research, brainstorming,
and assessment of the process. If handouts are not available, they may also
assist with note recording.
·
Allow
the use of computer technology.
Print
Student
text
Newspapers
Documents
from the Canadian Human Rights Tribunal
Internet
Sources
Human
Rights and the Global Connection – citd.scar.utoronto.ca/ggp/home.htm
Canadian
Human Rights Tribunal – www.chrt-tcdp.gc.ca (Tel: (416) 973-5527,
1-800-999-6899)
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1928 |
Persons Case: Supreme Court decides that the word ‘person’ does not apply to women. |
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1929 |
British Privy Council ruled that women were persons and qualified to run for the Senate. |
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1942 |
Beginning of internment of Japanese Canadians: all their rights were taken away. |
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1945 |
John Diefenbaker introduces the idea of legislation guaranteeing the rights of Canadians to Parliament. |
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1945-1955 |
Great discussion and controversy. Some preferred the tradition of depending on common law and the courts to protect citizen’s rights. Others thought that written legislation would be more effective. |
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1957 and 1958 |
During election campaigns, John Diefenbaker, as leader of the Progressive Conservative party, promised a federal Bill of Rights if he was elected. |
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1960 |
On August 10th, 1960, the Canadian Bill of Rights became law. |
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1980 |
Quebec holds referendum on separation. Prime Minister Trudeau promises to change the Constitution. |
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1981 |
At a conference, Trudeau and nine of the provincial premiers agree upon an amending formula for the constitution and a Charter of Rights and Freedoms. Quebec does not sign. |
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1982 |
The Constitution Act, 1982, with the Charter of Rights and Freedoms, becomes law. |
Activity:
Date:
Key:
E - Excellent G - Good S - Satisfactory NI - Needs Improvement
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Student |
Works Independently (regularly completes assignments
on time with care) |
Teamwork (works willingly and
cooperatively with others) |
Organization (ability to organize and
manage time and information) |
Work Habits/ |
Initiative (seeks out new opportunities
for learning) |
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Names of Group
Members |
Preparation |
Presentation |
Application |
Speech |
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The following are possible suggestions of what the teacher
may assess.
Preparation – research, organization
Presentation – vocal quality, confidence,
gestures, effectiveness
Application of Knowledge – points made, fielding of
questions, justification of arguments
Speech – organization, logical sequence,
understandable, main issues addressed
CODE: 4 – Always, 3
- Most times, 2 – Sometimes, 1 - Rarely
For each of the following scenarios, indicate the section
of the Charter being dealt with and the violation.
1. John Smith, a law abiding Canadian citizen,
decides to go on a trip to Europe. When he arrives at the airport, he is told
that he is not allowed to leave Canada. No reason is given by the authorities.
2. Jean Chretien decides that he wants to be
Prime Minister for life and refuses to call an election.
3. The police walk into your home and start
searching for drugs.
4. The province of Ontario decides that it will
no longer allow Canadians from other provinces to work and live in Ontario.
5. The government decides that all churches are
to be closed down permanently.
6. Recent immigrants, who speak little English,
are very confused at their criminal trial because they do not understand what
is being said.
7. The police do not have to treat all groups of
Canadians the same. They are allowed to discriminate against teenagers, Clergy,
and certain ethnic groups.
8. A judge orders that a person receive 25
lashes for a punishment.
9. You are arrested and thrown in jail. You are
not told the charges for two weeks. With no reason given, you are denied bail
for a minor shoplifting offence. Finally, after one year in prison, you get
your day in court. Unfortunately, you are defending yourself because you are
unable to pay for a lawyer.
10. You are not allowed by the government to join
an environmental group that protests cutting down trees.
11. You testify at a trial about a break and
enter. Later, the police arrest you because of your testimony.
12. Canada has one official language - French. If
you speak English and need help from the government, you are out of luck.
13. In Canada, men have more rights than women.
14. The government does not like comments written
in a major newspaper because they are critical of the government’s actions. As
a result, the newspaper is not allowed to publish any more.
15. You have been fired from your job because of
the colour of your hair. You try to get help but no court is willing to hear
your case.
Every
form of social or cultural discrimination in fundamental personal rights on the
grounds of sex, race, colour, social conditions, language, or religion must be
curbed and eradicated as incompatible with God’s design. (p. 523)
The
political community has a duty to honour the family, to assist it, and to
ensure especially:
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the
freedom to establish a family, have children and bring them up in keeping with
the family’s own moral and religious convictions;
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the
protection of the stability of the marriage banns and the institution of the
family;
·
the
freedom to profess one’s faith, to hand it on, and raise one’s children in it,
with the necessary means and institutions;
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the
right to private property, to free enterprise, to obtain work and housing, and
to emigrate;
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the
right to medical care, assistance for the aged and family benefits;
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the
protection of security and health, especially with respect to dangers like
drugs, pornography, alcoholism, etc.;
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the
freedom to form associations with other families and so to have representation
before civil authority. (p. 591)
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Right/Freedom |
The Charter of Rights and Freedoms |
The Catholic Church |
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Date: Time:
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Student Names: |
Listens to others’ views without interrupting. |
Contributes information or ideas when called upon. |
Modifies views when faced with new or conflicting
evidence. |
Shows respect for ideas of others. |
Stays focused on the task at hand. |
Accepts an equal share of the workload. |
Completes the work assigned by the group. |
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Adapted
from Making The Grade, OSSTF, 1987
Group
Work Student Name: Group
Name: Date:
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Always 4 |
Most Times 3 |
Sometimes 2 |
Rarely 1 |
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was willing to have ideas questioned |
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showed respect for the ideas of others |
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stayed focused on the task at hand |
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participated in planning by volunteering information or ideas |
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accepted an equal share of the workload |
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could be counted upon to complete the task assigned by the group |
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modified views when faced with new ideas, information, or evidence |
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Level 1 Ineffectively |
Level 2 Adequately |
Level 3 Successfully |
Level 4 Masterfully |
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Presentation
Style |
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1. Voice is projected and pitch is varied. (C) |
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2. Maintains eye contact with audience. (C) |
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3. Tone is appropriate to purpose and audience. (C) |
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Content |
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1. Dramatic scenario clearly identifies a right or freedom from the Charter. (K/U, T/I) |
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2. Dramatic scenario represents the students’ understanding of the need to sometimes limit rights and freedoms. (K/U, T/I) |
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3. Dramatic scenario synthesizes/applies student knowledge of the limitation of a right or freedom as a teaching tool for peer understanding (A) |
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Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/ Understanding of the process for filing a complaint with the Human Rights Commission |
- limited understanding of the process for filing a complaint |
- some understanding of the process for filing a complaint |
- considerable understanding of the process for filing a complaint |
- thorough understanding of the process for filing a complaint |
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Thinking/Inquiry Use of inquiry skills (interpreting and evaluating information; drawing conclusions) |
- applies few of the skills involved in an inquiry process |
- applies some of the skills involved in an inquiry process |
- applies most of the skills involved in an inquiry process |
- applies all of the skills involved in an inquiry process |
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Communication The degree to which the writer’s response: a) demonstrates an awareness of audience and task b) communicates information and ideas |
- demonstrates a limited awareness of audience and task - demonstrates limited clarity of information and ideas |
- demonstrates some awareness of audience and task - demonstrates some clarity of ideas and information |
- demonstrates a clear understanding of audience and task - demonstrates considerable clarity of ideas and information |
- demonstrates a clear understanding of audience and task - demonstrates a high degree of clarity of ideas and information |
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Communication Structure and grammar: the degree to which the writer’s response exhibits correct usage, structure, and grammar |
- limited usage, structure, and grammar |
- moderate usage, structure, and grammar |
- considerable usage, structure, and grammar |
- thorough usage, structure, and grammar |
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Application Making logical conclusions about the process for filing a complaint to the Human Rights Tribunal |
- infrequently makes logical conclusions about the process for filing a complaint |
- sometimes makes logical conclusions about the process for filing a complaint |
- usually makes logical conclusions about the process for filing a complaint |
- always or almost always makes logical conclusions about the process for filing a complaint |
Student
Name: _____________________ Overall
Level:
Comments:
Strengths:
Next
Steps:
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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