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Course Profile Canadian and International Law (CLN4U),
Grade 12, University Preparation, Catholic
Course Overview
Prerequisite: Any
University or University/College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
This course explores
elements of Canadian Law and the role of law in social, political, and global
contexts. Students will learn about the connections between the historical and
philosophical sources of law and the issues in contemporary society. They will
also learn to analyse legal issues, conduct independent research, and
communicate the results of their inquiries in a variety of ways.
Canadian and
International Law provides Catholic students with the opportunity to examine,
from a legal perspective, some of the major themes of Catholic social teaching.
In the first unit entitled, Heritage, students are asked to interpret legal
concepts such as “justice.” This interpretation should also include an
understanding that, “In a world marked by poverty, oppression and war, we are
commanded to work for justice and peace” (Ontario Conference of Catholic
Bishops, 1989). When students study the rights and freedoms we enjoy as
Canadians, they also need to examine the Church’s teachings on human rights and
responsibilities in order that they may act to promote social responsibility,
human solidarity, and the common good, and to consider how many core values
Catholicism has in common with the values inherent in Canadian human rights
law. When students examine Canadian labour laws, they learn to appreciate the
dignity of work and the belief that people have a right to decent and
productive work, fair wages, private property, and economic initiative. The
study of environmental laws invites our students to examine Church teachings on
stewardship – providing them with a unique perspective for evaluating domestic
and international protection provisions. Finally, the study of international
law asks our students to move beyond the borders of Canada. An understanding of
Church teachings in the area of human solidarity will help them to appreciate
our responsibilities to each other across national, racial, economic, and
ideological differences. We are called to work globally for justice.
This Course
Profile explores elements of Canadian law and the role of law in social,
political, and global contexts. In the Heritage unit, students examine the
historical and philosophical origins of law and their connection and relevance
to contemporary society. They are asked to evaluate different concepts,
principles, philosophies, and theories of law, and to demonstrate an
understanding of the relationship between law and societal values. An
understanding of the historical development of both human rights legislation
and constitutional law in Canada is developed in the unit entitled, “Rights and
Freedoms.” Students also examine the Canadian Charter of Rights and Freedoms,
in particular the role of the legislature and the judiciary in defining,
interpreting, and enforcing Charter rights. They also explore the meaning and application
of such rights in contemporary Canadian society emphasizing the need to balance
individual and collective rights. In the Criminal Law and Procedures unit,
students examine theories about criminal conduct and the nature of criminal
behaviour. They are also asked to analyse the Canadian criminal trial process
and to demonstrate an understanding of the competing concepts of justice as
they apply to the criminal justice system. In the International Law unit,
students examine the principles of international law, and evaluate the
effectiveness of international law, treaties, and agreements in resolving
conflicts of a global nature. In the fifth unit, students examine both
environmental and labour law developing an understanding of the role of
governments, the courts, and individual and collective action in protecting the
environment, and of the legal process and sanctions used to protect the rights
of the employer and the employee in the workplace. The final unit for this
course is the course culminating activity. Throughout this course, students
also learn to analyse legal issues, conduct independent research and
communicate the results of their inquires in a variety of ways.
The study of
the Canadian legal system is an essential part of Canadian studies. An
understanding of the legal system is a vital part of the operation of a
democratic and orderly society and of a student’s education. Students who
understand the role and impact of the law in our society are much more likely
to be effective members of Canadian society. They are also be better equipped
to understand and appreciate the dynamic nature of the law in response to
social change as well as the traditional values the law seeks to uphold.
Students
gain an understanding of the historical and philosophical origins of law; the
historical development of human rights legislation in Canada; the competing
concepts of justice as they apply to criminal law; and the concepts, purposes,
and principles of international, environmental, and labour law. At every opportunity,
students learn the origins of processes and concepts, how they apply today, and
some of the current issues that surround them. They are then able to see both
the continuity of the legal tradition and the current challenges that may shape
change in the law.
In this
course it is appropriate to research legal cases and social issues that
surround the law. By framing inquiry skills within a legal context, students
can be taught to appreciate the demands of critical thinking and rigorous
approaches to research as they develop skills in their senior years in high
school. The research and analytic skills necessary for the investigation of
these subjects should be dealt with over the entire course. The teaching of
skills over the entirety of the course allows students more time to investigate
and examine topics of interest and to develop research skills.
Teachers of
this course should be sensitive to the controversial nature of some topics and
be careful to manage debate so that students learn to be respectful of the
opinions of others.
As much as
possible, students should be given opportunities to use technology to conduct
their research. Through using technologies, students become familiar with the
wide range of their potential use for future study and for the working world.
Increasingly, statistical information, case reports, legislation, and
professional journals in the field of Canadian law are becoming available in
electronic format.
This course should
equip students with the knowledge and skills necessary for entrance to specific
university and college programs. Teaching and learning techniques emphasize the
development of independent learning and research skills that students are
required to demonstrate.
|
* Unit 1 |
Heritage |
20 hours |
|
Unit 2 |
Rights and
Freedoms |
20 hours |
|
Unit 3 |
Criminal Law and
Procedures |
20 hours |
|
Unit 4 |
International Law |
25 hours |
|
Unit 5 |
Labour and
Environmental Law |
15 hours |
|
Unit 6 |
Methods of Legal
Inquiry – Course Culminating Activity |
10 hours |
* This unit is fully
developed in this Course Profile.
Time: 20 hours
Unit Description
Students demonstrate their understanding of the
historical and philosophical origins of law. As well, they demonstrate an
understanding of the connection and relevance of the historical and
philosophical origins of law to contemporary society. Different concepts,
principles, philosophers, and theories of law are evaluated. Students
demonstrate their understanding of the relationship between law and societal
values. Finally, the influence of individual and collective action on the
evolution of the law is assessed. Students are also asked to examine the views
of the Catholic Church on such legal concepts as justice, equity, and equality.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HTV.02, LIV.03,
HT2.01, HT2.02, HT2.03, HT2.04, HT2.05, LI1.03, LI1.04, LI3.03, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Legal Theories and
Concepts |
|
2 |
HTV.01, LIV.03,
HT1.01, HT1.02, HT1.03, HT1.04, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Sources of Law |
|
3 |
HTV.03, LIV.03,
HT3.01, HT3.02, LI1.03, LI1.04, LI3.02, LI3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The Interrelation
of Law, Morality and Religion |
|
4 |
HTV03, LIV.01,
LIV.03, HT3.03, LI1.02, LI1.04, LI3.02, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Conflicts Between
the Law and Societal Values |
|
5 |
HTV.04, LIV.03,
HT1.03, HT4.02, HT4.03, LI1.04, LI3.04 |
Knowledge/Understanding
Thinking/inquiry Communication |
Individual and
Collective Action in Changing the Law |
|
6 |
HTV.04, LIV.01,
LIV.03, HT4.01, LI1.02, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The Impact of
Individual Citizens in Changing the Law |
Unit Culminating
Activity
Biography – Students
research the influence of individual citizens who have fought to change the
law. Examples of individuals who could be studied may include Dr. Henry
Morgentaler, Nelson Mandela, Sue Rodriguez. Presentations of researched
material could be a visual display or oral presentation.
Time: 20 hours
Unit Description
Students explain the development of Canadian
constitutional law and to demonstrate an understanding of the historical
development of human rights legislation in Canada. In their examination of the
Canadian Charter of Rights and Freedoms, students develop an understanding of
the rights and responsibilities of individuals. They are also asked to explain
the role of the legislature and the judiciary in defining, interpreting, and
enforcing Charter rights in Canada. Finally, students are asked to analyse the
conflicts between rights and freedoms and between minority and majority rights
in a democratic society and to describe the methods available to resolve these
conflicts. Throughout this unit, Catholic students develop an understanding of
the Church’s views on human rights standards. All persons are sacred, made in
the image and likeness of God. People do not lose this dignity because of
disability, poverty, age, or any other factor.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RFV.01, RFV1.05,
LIV.03, RF1.01, RF1.02, RF1.03, LI1.03, LI1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Human Rights in
Canada |
|
2 |
RFV.02, LIV.03,
RF2.01, RF2.02, RF2.03, RF2.04, LI1.03, LI1.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Canadian
Constitutional Law |
|
3 |
RFV.03, RFV.05,
LIV.03, RF3.01, RF3.02, RF3.03, RF3.04, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The Canadian
Charter of Rights and Freedoms |
|
4 |
RFV.04, LIV.01,
LIV.03, RF4.01, RF4.02, RF4.03, LI1.02, LI1.04, LI3.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
The Legislature
and the Judiciary |
|
5 |
RFV05, LIV.03,
RF5.01, RF5.02, RF5.03, LI1.04, LI3.03, LI3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Minority and
Majority Rights |
Unit Culminating
Activity - Suggestions
Supreme Court Presentation – Students prepare a brief written argument of the type that might be presented to the Supreme Court of Canada involving rights and freedoms under the Charter.
Human Rights
Tribunal – Students prepare and present a submission to the Human Rights
Tribunal.
Time: 20 hours
Unit Description
Students analyse
theories about criminal conduct and the nature of criminal behaviour. They are
also asked to explain what constitutes a crime in Canada. Further, students are
asked to analyse the Canadian criminal trial procedure. In their examination of
the criminal trial process, students study pre-trial procedures, the key
features of the trial process, legally acceptable defences to criminal conduct,
and the types and purposes of sentencing. Finally, students are asked to
demonstrate an understanding of competing concepts of justice as they apply to
the criminal justice system. In their examination of these concepts of justice,
students are asked to analyse a legal case in which the principles of justice
have been violated. This final activity is important for Catholic students.
They need to understand the principles of justice to assist them as they
witness Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CLV.01, LIV.03,
CL1.01, CL1.02, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Theories of Crime |
|
2 |
CLV.01, LIV.03,
CL1.03, CL1.04, CL1.05, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Communication |
Purpose of
Criminal Law |
|
3 |
CLV.02, LIV.03,
CL2.01, CL2.02, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Police
Investigation and Pre-Trial Process |
|
4 |
CLV.02, LIV.03,
CL2.03, CL2.04, CL2.05, LI1.03, LI1.04, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Criminal Trial
Process, Legal Defences and Sentencing |
|
5 |
CLV.03, LIV.03,
CL2.01, CL2.02, LI1.03, LI1.04, LI3.01, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Concepts and
Principles of Justice |
|
6 |
CLV.03, LIV1.01,
LIV.03, CL3.03, LI1.02, LI3.02, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Legal Cases and
the Principles of Justice |
Unit Culminating
Activity - Suggestions
Legal Case – Students prepare a report, written or oral, in which they have analysed a case in which one or more of the principles of justice have been violated. Some possible suggestions for cases to be examined could include the cases of Steven Truscott, Donald Marshall, David Milgaard, and Guy Paul Morin.
Defence Handbook –
Students could create a handbook which explains in written and graphic format
legally acceptable defences.
Time: 25 hours
Unit Description
Students look at the
main concepts and principles of international law. They use this as a basis for
investigating the global issues in international law as well as the agencies
that currently enforce this law. Students assess the role of treaties and
agreements in resolving international problems, and use current events as a
means of analysing the complexity of world problems. Finally, they apply their
learning to the analysis of the use of international law in one particular case
study. This unit affords our students the opportunity to move beyond the
borders of Canada. For Catholic students this is crucial if they are to
understand the Church’s views on human solidarity. The Catholic Catechism
teaches us that solidarity “presupposes the effort for a more just social order
where tensions are better able to be reduced and conflicts more readily settled
by negotiation” (1940). By studying international law, students can begin to
discover how it may be used to create a just world based on the teachings of
social justice.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RDV.03, LIV.03,
RD3.01, RD3.02, RD5.03, LI3.01, LI3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Principles of
International Law |
|
2 |
RDV.04, LIV.03,
RD3.03, RD3.04, LI2.01, LI3.01, LI3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Global Concerns
and Agencies |
|
3 |
RDV.04, LIV.02,
RD4.01, RD4.02, RD4.04, RD4.05, LIV.03, LI1.04, LI2.02, LI3.01, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Treaties and
Agreements |
|
4 |
RDV.04, LIV.01,
LIV.02, LIV.03, RD4.05, RD5.02, LI1.01, LI1.02, LI1.03, LI2.01, LI2.02,
LI2.03, LI2.04, LI3.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Peaceful
Resolution of Conflict |
|
5 |
RDV.05, LIV.01,
LIV.02, LIV.03, RD5.01, RD5.04, RD5.05, LI1.02, LI1.04, LI2.01, LI2.02,
LI2.04, LI3.01, LI3.02, LI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Use of Force and
International Intervention |
Unit Culminating
Activity
Students in groups
produce a bulletin board or computer display evaluating the application of
peaceful means and/or military intervention in a case study, e.g., Rwandan
military intervention, trade sanctions, war crimes, trade treaties, arms
limitation, space and sea treaties.
Time: 15 hours
Unit Description
Students explore
the role of government and citizens in two important areas of public law: the
environment and the workplace. Students analyse legislation that affects both
areas and develop an understanding of how citizens can have an impact as well.
Finally, students present a bill creating a new law, or an amendment to an
existing law, to a legislative committee to deal with a problem or new
development in one of the two areas of law. In their study of both
environmental and labour laws, Catholic students are asked to gain in their
understandings of Church teachings. When our students examine labour laws they
need to remember that people have a right to decent and productive work, fair
wages, private property and economic initiative. In the same way, when they
examine environmental laws they must remember that God’s creation is a sacred
gift entrusted into our care.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RDV.01, LIV.03,
RD1.01, RD1.02, RD1.03, LI3.03, LI3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Citizens, the
Government and the Environment |
|
2 |
RDV.02, LIV.01,
RD2.01, RD2.02, LI1.01, LI1.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The Government and
the Workplace |
|
3 |
RDV.02, LIV.03,
RD2.03, RD2.04, RD2.05, LI3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Organizing the
Work Force |
|
4 |
RDV.02, LIV.02,
LIV.03, RD2.06, LI2.02, LI3.06 |
Knowledge/Understanding
Thinking/Inquiry Communication |
The Changing
Workplace |
Unit Culminating
Activity
Students, working in
groups, research, develop and present a bill or proposed amendment to existing
law(s) in one of the two areas of public law.
Time: 10
hours
Unit Description
It is expected that
students would conduct research and write essays throughout the course. To
assist students with the writing of their paper, teachers should use a process
that has students submit different components of the paper such as the
selection of a topic, resource list, introduction, and outline. The assessment
for these components could be formative in nature, while the final paper would
be evaluated summatively. It is also suggested that teachers spend some time in
class teaching students how to locate, utilize, and evaluate Internet sources.
The essay should be handed in towards the end of the course for evaluation.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LIV.01, LI1.01, |
Knowledge/Understanding
Thinking/Inquiry |
Selection of a
topic |
|
2 |
LIV.01, LIV.02,
LI1.02, LI1.04, LI2.03, LI2.04 |
Knowledge/Understanding
Thinking/Inquiry |
Conducting
Research |
|
3 |
LIV.03, LI3.02,
LI3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Writing a Research
Paper |
|
4 |
LIV.01, LIV.02,
LIV.03, LI2.04, LI3.02, LI3.05 |
Knowledge/Understanding
Thinking/Inquiry |
The Final Product |
This course provides
students an opportunity to explore, analyse, and reflect on the law and its
study through diverse teaching and learning strategies. Students have multiple
opportunities to hone their skills in communication through formal presentations,
role playing, writing in role, and persuasive writing. Critical thinking skills
such as formulating a thesis, identifying bias and viewpoint, debating,
analysing primary 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. Cooperative group
learning is another important active learning strategy fundamental to many
activities in this Course Profile. 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 the skills development and
assessment/evaluation.
The
Teaching/Learning Strategies employed in the Grade 12 University Law course
should:
·
encourage maximum
student engagement in the learning activity;
·
encourage 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;
·
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 between the classroom, the school, and the local community;
·
respect the
cultural diversity of Ontario classrooms.
The subject discipline of Law has its own particular ways 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
·
use of a wide
range of tenses, and of 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
·
activities such
as reading/listening tasks (case-study/video-viewing) that need 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. All
learners with difficulties benefit greatly if models or scaffolds for oral and
written expressive communicative functions are initially provided for them by
their teachers.
The
Achievement Chart, which is the basis for assessment and evaluation in this
course, is found on pages 246 and 247 of The Ontario Curriculum, Grades 11
and 12, Canadian and World Studies, 2000. 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 categories to which they relate. They should
ensure that all the expectations are accounted for in instructions and that the
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 primary
purpose of assessment and evaluation is to improve student learning. The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 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. At the beginning of the course, the teacher
should examine Unit 6 to become familiar with the suggested course culminating
activity.
The activities and performance tasks in this
Course Profile are examples of some strategies teachers may use with their
classes. The following are some generic suggestions for assessment and
evaluation techniques in Law courses:
·
Provide
opportunities for student 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
the students are 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 helps to clarify how
and why they are being assessed or evaluated.)
·
Accommodate
special needs through the adaptations suggested in the activities and
suggestions for how they may improve their performance.
·
Use assessment
tools that are appropriate for the expectations being addressed and that relate
to the categories on the achievement charts.
·
Ensure that
criteria used for assessment match expectations in culminating activities that
involve performance assessment.
·
In performance
tasks involving group work, ensure that these tasks build in positive
interdependence and individual accountability.
·
Match the
assessment/evaluation strategy to the teaching/learning strategy.
Students should become competent researchers and writers through the
activities suggested in this Course Profile. They will also practise and
demonstrate a variety of written and verbal communication skills.
Seventy per cent of
the grade will be based on assessments and evaluations conducted throughout the
course. Thirty per cent of the grade will be based on a final evaluation.
The Ontario
Curriculum, Grades 9 to 12, Program Planning and Assessment states that thirty percent of the grade is
based on a final evaluation in the form of an examination, a performance, an
essay, and/or other method of evaluation suitable to the course content and
administered towards the end of the course.
Decisions about how
the thirty percent will be allocated are ultimately up to individual teachers,
schools, or boards. However, it is recommended that the thirty percent should
be divided between at least two activities.
Every effort
is made to assist students in achieving success in their Law course. Specific
adaptations and accommodations are recommended with each activity. Teachers
should realize that if expectations are modified extensively, then granting of the
credit can be affected. The teacher must become familiar with the Individual
Education Plans (IEPs) for exceptional students to learn the specific learning
strategies that work best with each student. As well, the proficiency levels
outlined in The Ontario Curriculum, Grades 9 to 12, English As a Second
Language and English Literacy Development, 1999, 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 students with special needs.
Students with specific learning difficulties require specific adaptations to
meet their particular needs in terms of learning, communication, and expression
strengths and weaknesses. Students with attention deficit and behavioural
challenges 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 exceptional
student’s program will require appropriate adaptations based on the assessment
and suggestions included in the Individual Education Plan (IEP).
Technology
can also be important in modifying activities and accommodating for special
needs. For example, prior bookmarking of key Internet sites will help to
maximize on-line time. There are many enrichment opportunities for gifted
students who may explore the issues and personalities in greater depth or from
different perspectives.
When planning
adaptation(s) of the Canadian and International Law, Grade 12, University
course for ESL students, teachers should recognize and reflect on all aspects
of language development. The academic needs of the newly arrived student to
Ontario who is an English-language learner can be met with a program and
activities that encourage cognitive skill development through language skills
development.
Units in this Course
Profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines,
teachers need to ensure that their board has a Cancopy licence and that
resources they wish to use are covered by this licence. Before screening videos
for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor, e.g., Audio Cine Films Inc. Teachers are also reminded
that much of the material on the Internet is protected by copyright. That copyright
is usually owned by the person or organization that created the work.
Reproduction of any work or a substantial part of any work on the Internet is
not allowed without the permission of the owner.
Any current
approved Canadian Law textbook.
A Case
for Canada, Vol. I Rights and Freedoms (ISBN 0-7730-5008-6); Vol. II. Minority Rights
(ISBN 0-7730-5010-8); Vol. III Social Justice (ISBN 0-7730-50124),
Toronto: Copp, Clark, Pittman, 1991.
Pocket
Criminal Code 2001.
Scarborough: Carswell Publications, 2000.
Human
Rights in Employment Law.
Scarborough: Carswell Publications, 1995.
Wrongful
Dismissal Handbook.
Scarborough: Carswell Publications.
Annotated
Canadian Charter of Rights and Freedoms. Correctional Services Canada, Ottawa. (publications and videos on
variety of topics related to corrections)
Teaching
Youth Justice: A Teacher’s Manual for the Young Offenders Act. Public Legal Education, 1996.
Bendickson,
J. Environmental Law. Concord, Ontario: Irwin Law, 1997.
Dickinson,
Liepner, Talos, and Buckingham. Understanding the Law. 2nd ed.
McGraw-Hill Ryerson Ltd. 1996.
Dukelow,
D.A. and B. Nurse. The Dictionary of Canadian Law, 2nd ed. Scarborough:
Carswell, 1995.
Pink, J. and
D. Perrier. From Crime to Punishment, 2nd ed. Scarborough: Carswell,
1992.
Roach, Kent. Criminal
Law. Concord, Ontario: Irwin Law, 1996.
The URLs for the
websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Laws of
Canada – http://canada.justice.gc.ca/Loireg/index_en.html
Ontario
Statutes and Regulations – http://www.e-laws.gov.on.ca
Access to
Justice Network – www.acjnet.org
Judgments
from the Supreme Court, 1985-2000 – http://www.lexum.umontreal.ca/csc-scc/
Site for
Canadian Law and resource materials – http://www/acjnet.org/acjeng.html
The Law Room
– http://www.uottawa.ca/hrrec/lawroom/lawroom.html
Junior High
Justice – http://edm.johnhoward.org/education/graphics.html
Canadian
Legal Resources on the Net – http://www.nbnet.mb.ca/~psim_law.html
Guide to
Ontario Courts – http://www.ontariocourts.on.ca/english.htm
Law Related
Internet Resources – http://infolibrary.yorke.ca/depts/law/links.htm
Law
Commission of Canada – http://www.lc.gc.ca/
Jurist
Canada – Legal Education Network – http://jurist.law.utoronto.ca/
Canadian Bar
Association - contests and mock trial information – http://www.cba.ca
Supreme
Court Reports – http://www.droit.umontreal.ca/e_index
Legal Line –
http://www.legalline.ca
Canadian Law
– http://www.CanLaw.com
Best Guide
to Canadian Legal Research – http://legalresearch.org/
Canadian
Encyclopedia World Edition. McClelland and Stewart, 1999: MacLean’s updates.
(Morin and Latimer cases; conflict-resolution mechanisms: courts, mediation,
arbitration) – http://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)
Department
of Justice: Law – http://canada.justice.gc.ca/Loireg/index_en.html
Sources of
Canadian Federal and Provincial Legislation: LIS2133: Legal Literature –
http://www.fis.utoronto.ca/courses/LIS/2133/legisour.htm
Local or
national newspapers, magazines, indexes, databases, and full text periodicals
at BCIT Libraries
– http://www.lib.bcit.bc.ca/le.htm
Newspapers and
Magazines and Editorials – http://www.webwombat.com.au/intercom/newsrs/index.htm
– http://www.fact.com/eof.htm
The Jurists
– http://www.blupete.com/Literature/Biographies/Law/Jurists.htm
The Internet
Encyclopedia of Philosophy – http://www.utm.edu/research/iep/
Natural Law
– http://www.newadvent.org/cathen/090769.htm
Philosophers –
http://www.wabashcenter.wabash.edu/Internet/philos.htm
Canadian
Charter – http://www.pch.gc.ca/ddp-hrd/ENGLISH/charter/contents.htm
Charter
Decisions Digest – http//Canada.justice.gc.ca/en/dept/pub/ccrdd/cdtoc.htm
Canadian
Human Rights Tribunal – http://www.chrt-tcdp.gc.ca/
Ontario
Human Rights Commission – http://www.ohrc.on.ca/
Canadian
Resource Bank for Democracy and Human Rights – http://www.front.web.net/canadem
Human Rights
in Action – http://www.un.org/Pubs/CyerSchoolBus/humanrights/index/html
World
Alliance for Citizen Participation – http ://www.civicus.org
United
Nations Declaration of Human Rights – http://www.un.org/
A Technology
of Citizenship: Learning Democracy
– http://www.oise.utoronto.ca/CASAE/cnf99/eharris.htm
Canada at
the Polls, Elections Canada (613-993-2975) – http://www.elections.ca
Summary of
Choosing a Government, Ontario Conference of Catholic Bishops, 1998.
(OCCB@OCCB.on.ca) – http://www.OCCB.on.ca
Criminal Law
and Procedures Sites
Access to
Justice Network - Overview of Criminal Justice System in Canada.
– http://www.cjprimer.com/canada.htm#head4.
JURIST
Canada: The Legal education Network – http://www.jurist.law.utoronto.ca
Department
of Justice Canada
– http://www.canada.justice.gc.ca/Publications/info_education/CCS/index_en.html
Ministry of
the Attorney general of Ontario – http://www.attorneygeneral.jus.gov.on.ca/
Canada’s
School Net - AWelcome to the Law Room
– http://uottawa.ca/hrrec/lawroom/lawroom.html
Correctional
Service of Canada – http://www.csc-scc.gc.ca
National
Parole Board – http://www.npb-cnlc.gc.ca/org/org_e.htm
RCMP –
http://www.rcmp-grc.gc.ca/
Canadian Bar
Association – a mock trial competition guide –
http://www.cbao.org/pdf/mt-tour-guide.pdf
Virtual
Exhibition on Forensic Science –
http://www.virtualmuseum.ca/Exhibitions/myset/index.html
Trial
Procedures – http://www.rcmp-learning.org/lim/ecdi0041.htm#step3
The Crime
Primer – http://uottawa.ca/hrrec.lawroom/primer.html
Courts –
http://canadajustice.gc.ca/en/index.htm
StudyWeb:
Government and Politics: World Government and Canadian Government
– http://www.studyweb.com/links907.htm
International
Court of Justice – http://www.icj-cij.org/
International
Constitutional Law – http://www.uni_wuerzburg.de/law/index.html
International
Trade Law Branch – http://untreaty.un.org/ola_internet/itlb.htm
International
Law – http://www.uncitral.org/
Canadian
International Development Agency – http://www.acdi-cida.gc.ca/index.htm
Department
of Foreign Affairs and International Trade – http://www.dfait-maeci.gc.ca/
UN Treaty
Collection – http://untreaty.un.org/
World Trade
Organization – http://www.wto.org/
The
International Law Institute – Links – http://www.ili.org/omnibus.html
Resources in
Foreign and International Law –
http://www.willamette.edu/law/longlib/forint.htm
UN
Peacekeeping – http://www.un.org/Depts/dpko/dpko/home_bottom.htm
The Lester
B. Pearson Canadian International Peacekeeping Training Centre – Other Links
– http://www.cdnpeacekeeping.ns.ca/English/Links.htm
Basel
Convention on the Trans boundary Movements of Hazardous Waste and their
Disposal
– http://www.basel.int/
International
Centre for Human Rights and Democratic Development
– http://www.ichrdd.ca/111/english/contentsEnglish.html
International
Monetary Fund – http://www.imf.org/
Interpol –
http://www.interpol.com/
North
American Aerospace Defence Command – http://www.spacecom.af.mil/norad/
North
Atlantic Treaty Organization – http://www.nato.int/
Oceans and
Law of the Sea – http://www.un.org/Depts/los/index.htm
Outer Space
Treaty of 1967 – http://www.oosa.unvienna.org/SpaceLaw/outerspt.htm
United
Nations Convention Against Transnational Organized Crime
– http://www.odccp.org/palermo/convmain.html
United
Nations Office for Outer Space Affairs
– http://registry.oosa.unvienna.org/oosa/treaty_status/index.stm
U.S. State
Department – Fact Sheet on Diplomatic Immunity
– http://www.state.gov/www/about_state/diplomatic_immunity.html
World Health
Organization – http://www.who.int/home-page/
CERES
Environmental Law, Regulation, and Police –
http://ceres.ca.gov/env_law/federal.html
Canadian
Environmental Law Association – http://www.cela.ca/
Canadian
Institute for Environmental Law and Policy – http://www.cielap.org
Canadian
Environmental Assessment Agency – http://www.ceaa-acee.gc.ca/index_e.htm
Environmental
Treaties and Resource Indicators – http://sedac.ciesin.org/pidb/pidb-home.html
Federal
Labour Legislation – http://info.load-otea.hrdc-drhc.gc.ca/federal-legislation/home.htm
Strategic
Policy and International Labour Affairs
–
http://labour-travail.hrdc-drhc.gc.ca/psait_spila/index.cfm?fuseaction=english#law
Guide to Labour
Oriented Internet Resources – http://www.lib.berkeley.edu/IRL/iirlnet.html
Constructing
Your Research Paper –
http://bob.ucsc.edu/library/ref/instruction/research/libres.htm
MLA Style –
http://www.mla.org/www_mla_org/style/style_index.asp?mode=section
A Guide for
Writing Research Papers – http://webster.commnet.edu/mal.htm
The Research
Paper and the World Wide Net –
http://cwx.prenhall.com/bookbind/pubbooks/rodrigues/
How to
Evaluate Information on the Internet –
http://www.uscs.edu/~library/PsyTutorial/evaluating.htm
Evaluating
Web Pages – http://www.lib.duk.edu/libguide/evaluating_web.htm
Research
Tool and Law Links –
http://www.umanitoba.ca/faculties/law/Research/Research_index.htm
Best Guide to
Canadian Legal Research – http://legalresearch.org/
A
Question of Justice,
TV/Ontario, Ministry of the Attorney General – A series of 10 videos dealing
with a variety of legal issues. Also includes a teacher’s manual with each
episode.
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?
Freedom Had A Price, NFB, (C9194 043/EC009)
Twice
Condemned, NFB, (117C 0193
095)
Human
Rights in Canada, NFB, (111
C0189 059)
You’re
Under Arrest, NFB, (106C 0179
088)
Government
in Canada: Citizenship in Action,
NFB (193C0190 124/EC009)
The Road
to Patriation, NFB (106C 0184
013)
Justice
Denied, NFB, (C9189 100/EC009)
High Risk
Offender, NFB, (C9198
073/EC009)
When
Women Kill, NFB, (C9194 002/EC009)
Post
Mortem: A Look at Forensic Science. CBC
Journey
to Justice, NFB, (113C9100077)
Chronicle
of a Genocide Foretold – The
Rwanda Series (3 parts), NFB, (113C9196159)
For Man
Must Work or the End of Work –
Changing Face of the World of Work, NFB, (143C100009)
A Right
to Refuse – Worker’s Right to
Refuse Dangerous Work, NFB, (113C0181066)
Children
for Hire, NFB, (113C9194047)
Protection
Force – Canadian International
Peacekeeping, NFB, (113C9195103)
Canada’s
Army Abroad, NFB,
(113B0160025)
Worst Case
Scenario – Environment, NFB,
(113C91017)
Turbulences – Global Market, NFB, (113C9197161)
Library
Staff/Resource teacher
Priest or Chaplain
This list
will vary based on locality, but could include:
·
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
·
member of either
the John Howard or Elizabeth Frye Society
(Note:
These books are mainly for teacher reference but some may be adapted for
student use.)
Christian
Justice. Minnesota: St. Mary’s
Press, 1995.
Dreams,
Dilemmas and Decisions.
Manitoba: Friesen Press, 1994.
Gaudium
et Spes. Second Vatican
Council document.
Love
Kindness. Jesuit Centre for
Social Justice.
On
Choosing a Government. Ontario
Bishops, 1998. Pastoral Letter.
Rerum
Novarum. Papal Encyclical.
Sollicitudo
Rei Sociali. Papal Encyclical,
1986.
Summa
Theologica. St. Thomas
Aquinas.
Proclaiming
Justice & Peace, Documents from John XXIII- John Paul II, Edited by Michael Walsh and Brian Davies,
Twenty-Third Publications, Conneticut, 1984.
Stoutzenberge,
Joseph. Morality: Christian Vision in Practice. U.S.A.: Brown Roa, 1992.
Stoutzenberger,
Joseph. The Christian Call to Justice & Peace. U.S.A.: St. Mary’s
Press, 1987.
Roberto John
and Tom Bright, ed. Human Rights, Do It Justice!, Center for Ministry
Development (203)723-1622
Ryan, Father
Michael. Solidarity - Christian Social Teaching in Canadian Society.
Guided Study Programs in the Catholic Faith, Canada, 1990.
Bright Tom and John
Robert, ed. Access Guides to Youth Ministry: Justice, Center for
Ministry Development (203) 723-1622
The Vatican:
Catechism of the Catholic Church – http://www.vatican.va/archive/catechism/ccc_toc.htm
Canadian
Conference of Catholic Bishops – http://www.cccb.ca/
The Council
of Canadians – http://www.canadians.org/index.html
The National
Conference of Catholic Bishops – http://www.nccbuscc.org
Canadian
Ecumenical Jubilee Initiative – http://www.web.net\~jubilee
Church
Documents – http://www.newadvent.org
Catholic
Resource Centre for Teachers – http://catholiceducation.org
Catholic
Resources – http://www.christusrex.org
Oklahoma
Catholic Worker Organization – hhtp://www.justpeace.org
The Church’s
Relation to the Government – http://www.mennolink.org/doc/cof/art.23.html
AWoodstock
Theological Centre – http://www.mennolink.org/doc/cof/art.23.html
Social Teachings of
the Catholic Church – http://www.monksofadoration.org/cathsoct.html
The Catholic
Catechism #1950-1986, 1897-1927, 2234-2246
The Catholic
Catechism # 369-370, 2419-2425, 2401-2414, 1928-1948, (specific to freedoms
1730-1749), 2108-2109
Background
on Catholic perspective on “human rights.” –
http://www.tasc.ac.uk/cc/resource/hr01/ and
– http://www.nccbuscc.org/sdwp/international/univdecl.htm
Rights
Issues and the Catholic Church – http://www.monksofadoration.org/rightstx.html
Amnesty
International – http://www.amnesty.org/
Office of the High
Commissioner for Human Rights – http://www.unhcr.ch/
The Catholic
Catechism #2265-67
Background on
Catholic perspective – http://www.newadvent.org/cathen/09073a.htm
The Catholic
Catechism #2437-2442
You may want
to consider using the “Development & Peace” Campaign on “Biopatenting a
threat to the common good” as an example. See their webpage –
http://www.devp.org/testA/current.htm
International
News Relating to the Catholic Church – http://www.zenit.org
Oxfam
International – http://www.oxfam.org/
Development
and Peace – http://ww.devp.org/
Doctors
Without Borders – http://www.msf.ca/
Drop the
Debt Campaign – http://www.dropthedebt.org
Catholic
Relief Services – http://www.catholicrelief.org/
Oneworld Online –
http://www.oneworld.org/
The Catholic
Catechism - on Labour #2426-2436; - on Environment #299, 341, 337-349, 373
Concerning
Labour Laws in other countries. See recent letter from CCCB (Canadian
Conference of Catholic Bishops. Web page connection:
http://www.cccb.ca/english/default_e.htm
Catholic perspective on labour. Encyclical by
Pope John Paul II, “Laborem Exercens”
http://www.vatican.va/holy_father/john_paul_ii/encyclicals/documents/hf_jpii_enc_14091981_laborem-exercens_en.html
Catholic
perspective on labour. Encyclical by Pope Lee XXIII, “Rerum Novarum”
–
http://www.vatican.va/holy_father/leo_xiii/encyclicals/documents/hf_l-xiii_enc_15051891_rerum-novarum_en.html
Catholic perspective
on the environment –
http://catholiceducation.org/articles/environment/en0002.html
Catholic
perspectives on “labour unions” – http://www.newadvent.org/cathen/08724a.htm
Theology
Library on the Environment – http://www.mcgill.pvt.k12.al.us/jerryd/cm/environ.htm
Environmental
issues and the Catholic Church – http://www.monksofadoration.org/environm.html
Labour
issues and the Catholic Church – http://www.monksofadoration.org/labortxt.html
Catholic
Stewardship – http://www.catholicstewardship.com/
Friends of the Earth
– http://www.foei.org/
This Law
course provides students with the opportunity to acquire the skills and
knowledge they need in order to pursue education and career goals and carry out
social responsibility. This course provides students with learning experiences
that are consistent with program goals outlined in Choices into Action,
Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999. Students can relate what they are learning in this
course to personal aspirations and interests and to possible work and life
roles. To attain this objective, teachers should offer a range of career
exploration activities, e.g., guest speakers. In some situations students may
benefit from co-operative education and work experience, if teachers choose to
add this component to the course. Examples of ways of providing these
opportunities for students are suggested in Ontario Schools, Grade 9 to Grade
12, Program and Diploma Requirements, 1999, section 7.5, Co-operative Education
and Work Experience (pp. 52-54).
This course
also gives consideration to integrating technology across the curriculum, i.e.,
use of the Internet in research, students with special needs (modifications
when necessary), using the community as a resource (visits to law courts), and
using the library/resource centre. Teachers should also integrate the values of
anti-discrimination, respect, and violence prevention into the course of study.
When this course is taught in an adult setting more emphasis can be placed on
the students’ own personal experience with legal issues.
Students taking this
course may earn either an optional credit or an additional compulsory credit
for diploma requirements.
Coded Expectations, Canadian and International Law, Grade
12,
University Preparation, CLN4U
HTV.01 · demonstrate an understanding of the
historical and philosophical origins of law and their connection and relevance
to contemporary society;
HTV.02 · evaluate different concepts, principles,
philosophies, and theories of law;
HTV.03 · demonstrate an understanding of the
relationship between law and societal values;
HTV.04 · assess the influence of individual and
collective action on the evolution of law.
Sources of Law
HT1.01 – trace the development of law from its
primary sources in religion, customs, and social and political philosophy;
HT1.02 – distinguish between primary and secondary
sources of law (e.g., constitutions, statutes, court decisions; legal
writings);
HT1.03 – explain the distinction between common and
civil law, substantive and procedural law, domestic and international law, and
private and public law;
HT1.04 – compare various historical methods and
systems of adjudication (e.g., trial by ordeal, trial by combat, adversarial
versus inquisitorial systems).
Theories and
Concepts
HT2.01 – interpret legal concepts such as democracy,
justice, equity, equality, and sovereignty;
HT2.02 – analyse the views of historical and
contemporary philosophers of law (e.g., Socrates, Aristotle, John Locke, Jeremy
Bentham, Thomas Hobbes, R.M. Dworkin, H.L.A. Hart);
HT2.03 – evaluate the strengths and weaknesses of
different theories of law (e.g., natural and positive law, legal realism,
feminist law);
HT2.04 – explain the concept of justice as defined by
philosophers and legal scholars;
HT2.05 – analyse contemporary legal situations that
raise the question of the conflict between what may be legally correct but is
generally viewed as unjust.
Law and Society
HT3.01 – explain the interrelation of law, morality,
and religion;
HT3.02 – analyse how society uses law to express its
values;
HT3.03 – identify and analyse contemporary events and
issues that demonstrate a possible conflict between the law and societal
values.
Law Reform
HT4.01 – evaluate the influence of individual
citizens who have fought to change the law (e.g., Dr. Henry Morgentaler, Nelson
Mandela, Sue Rodriguez);
HT4.02 – assess the role of collective action in
changing the law in democracies (e.g., lobby and pressure groups, voting at the
polls, citizen petitions);
HT4.03 – assess the power of the individual citizen
to change or modify our laws and determine under what circumstances individuals
have a responsibility to seek legal reform (e.g., civil rights violations,
police brutality, privacy issues).
RFV.01 · demonstrate an understanding of the
historical development of human rights legislation in Canada;
RFV.02 · explain the development of constitutional
law in Canada;
RFV.03 · demonstrate an understanding of the rights
and responsibilities of individuals under the Canadian Charter of Rights and
Freedoms;
RFV.04 · explain the role of the legislature and the
judiciary in defining, interpreting, and enforcing Charter rights in Canada;
RFV.05 · analyse the conflicts between rights and
freedoms and between minority and majority rights in a democratic society and
describe the methods available to resolve these conflicts.
Human Rights in
Canada
RF1.01 – explain the evolution of Canadian human
rights legislation from English common law to the Canadian Bill of Rights and
then the Canadian Charter of Rights and Freedoms;
RF1.02 – evaluate the protections provided by federal
and provincial human rights legislation;
RF1.03 – identify historical and contemporary
barriers to the equal enjoyment of human rights faced by individuals and groups
in Canada and analyse their effects.
Canadian
Constitutional Law
RF2.01 – explain what a constitution is and why it is
necessary;
RF2.02 – distinguish between the law-making powers of
the federal, provincial, and municipal governments;
RF2.03 – explain the role of the courts in
determining law-making jurisdiction;
RF2.04 – demonstrate an understanding of key events
in Canadian constitutional history (e.g., the British North America Act, 1867;
the Constitution Act, 1982; the Meech Lake Accord; the Charlottetown Accord).
The Canadian
Charter of Rights and Freedoms
RF3.01 – explain what is meant by entrenching rights
in a written constitution;
RF3.02 – explain the definitions of legal rights,
fundamental freedoms, and democratic, language, equality, and mobility rights
under the Charter;
RF3.03 – explain how rights included in the Charter
are accompanied by corresponding responsibilities or obligations;
RF3.04 – explain how citizens can exercise their
rights under the Charter (e.g., by initiating Charter challenges in the courts
to legislation or government action; by raising the Charter as a defence when
charged with an offence).
The Legislature and
the Judiciary
RF4.01 – explain how rights may be limited or
overruled according to the Charter (e.g., section 1,
section 33);
RF4.02 – evaluate the role of the courts and
tribunals and, in particular, the Supreme Court of Canada in interpreting
Charter rights;
RF4.03 – describe how Charter rights are enforced.
Minority and
Majority Rights
RF5.01 – assess historical and contemporary examples
of conflicts between minority and majority rights (e.g., the Quebec sovereignty
debate; Aboriginal land claims; affirmative action programs);
RF5.02 – demonstrate an understanding of the
difficulty of balancing rights in a democracy;
RF5.03 – evaluate the political and legal avenues
available for resolving conflicts (e.g., the courts, tribunals, referendums).
CLV.01 · analyse theories about criminal conduct and
the nature of criminal behaviour and explain what constitutes a crime in
Canadian law;
CLV.02 · analyse the Canadian criminal trial process;
CLV.03 · demonstrate an understanding of the
competing concepts of justice as they apply to the criminal justice system.
Theories of Crime
CL1.01 – demonstrate an understanding of the main
theories that philosophers, psychologists, sociologists, and criminologists use
to explain deviant behaviour;
CL1.02 – outline the relationship between criminal
law and morality and explain what is meant by criminal conduct;
CL1.03 – explain the legal definition of a crime and
the concepts of mens rea, actus reus, and strict and absolute
liability;
CL1.04 – explain the purpose of criminal law;
CL1.05 – explain the terms that relate to selected
criminal offences.
The Criminal Trial
Process
CL2.01 – explain the processes of police investigation,
arrest, search, and interrogation of suspects;
CL2.02 – explain pre-trial procedures, including plea
bargaining and release procedures;
CL2.03 – explain the purpose of key features of the
criminal trial process (e.g., burden of proof, admissibility of evidence, the
role of the judge and courtroom personnel, jury selection and the role of the
jury);
CL2.04 – outline legally acceptable defences to
criminal conduct and evaluate some of the more controversial defences (e.g.,
the “battered spouse syndrome” defence; the defence of diminished
responsibility as a result of drunkenness);
CL2.05 – describe and evaluate the types and purposes
of different sentences imposed in criminal law.
Concepts of Justice
CL3.01 – explain the concepts and principles of
justice as they apply to criminal law;
CL3.02 – analyse situations in Canadian law in which
principles of justice conflict (e.g., victims’ rights versus the rights of the
accused);
CL3.03 – analyse cases in which the principles of
justice have been violated (e.g., the cases of Donald Marshall, David Milgaard,
and Guy Paul Morin).
RDV.01 · demonstrate an understanding of the role of
governments, the courts, and individual and collective action in protecting the
environment;
RDV.02 · demonstrate an understanding of the legal
process, of legal systems, and of sanctions used to protect the rights of the
employer and the employee in the workplace;
RDV.03 · demonstrate an understanding of the major
concepts, principles, and purposes of international law;
RDV.04 · evaluate the effectiveness of international
law, treaties, and agreements in resolving conflicts of a global nature;
RDV.05 · demonstrate an understanding of the
complexity of making, interpreting, and enforcing law on a global scale.
Environmental Law
RD1.01 – explain the role of government and the
courts in developing and enforcing laws relating to the environment;
RD1.02 – evaluate the role of individuals or
organizations in lobbying for laws to protect the environment;
RD1.03 – analyse the effectiveness of the major
environmental statutes in Ontario and Canada (e.g., the Environmental
Protection Act, the Environmental Assessment Act).
Labour Law
RD2.01 – explain the role of the federal and
provincial governments in developing laws relating to labour and the workplace;
RD2.02 – explain the intent of key components of
federal and provincial labour legislation (e.g., the Canadian Labour Code, the
Trade Unions Act, the Labour Relations Act, the Employment Standards Act);
RD2.03 – 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);
RD2.04 – explain why unions were formed;
RD2.05 – assess the utility of the collective
bargaining process;
RD2.06 – analyse the impact of developments such as
free trade, globalization, and changing technology on the future of collective
bargaining and regulation of the workplace.
Principles of
International Law
RD3.01 – explain the major concepts (e.g.,
extradition, customary law, diplomatic immunity) and principles (e.g., general
principles, treaties and customs) of international law;
RD3.02 – demonstrate an understanding of the sovereignty
of nation-states as an overriding principle of international law;
RD3.03 – identify global issues that may be governed
by international law (e.g., human rights, jurisdictional disputes, refugees and
asylum, collective security, trade agreements);
RD3.04 – explain the role and jurisdiction of the
agencies responsible for defining, regulating, and enforcing international law
(e.g., the United Nations, the World Health Organization, war crimes tribunals,
the International Monetary Fund, Interpol).
International
Treaties and Agreements
RD4.01 – explain the impact of international trade
agreements on sovereignty by examining selected trade agreements (e.g., NAFTA);
RD4.02 – evaluate the effectiveness of international
treaties for the protection of the environment;
RD4.03 – explain the purpose of international
jurisdictional and boundary treaties (e.g., the United Nations Convention on
the Law of the Sea, the 1967 Outer Space Treaty);
RD4.04 – evaluate the effectiveness of international
treaties for the protection of human rights (e.g., the Universal Declaration of
Human Rights, the Declaration of the Rights of the Child);
RD4.05 – explain the role of the International Court
of Justice in the Hague in resolving issues between nations.
Global Conflicts
and Resolution
RD5.01 – explain how
and why the use of force to resolve conflicts is limited in international law;
RD5.02 – compare methods of resolving conflicts by
peaceful means (e.g., international diplomacy, sanctions, arbitration,
mediation);
RD5.03 – identify domestic laws (e.g., the Nuremberg
Laws, laws on apartheid) that conflict with the principles of international law
and explain how they violate those principles;
RD5.04 – evaluate the difficulties and effectiveness
of international intervention in conflicts between nations;
RD5.05 – evaluate Canada’s role as a member of NATO
and NORAD and its role in international peacekeeping.
LIV.01 · use research methods appropriately to
gather, organize, and synthesize information;
LIV.02 · evaluate the credibility of sources;
LIV.03 · explain, discuss, and interpret legal issues
orally and in writing.
Research
LI1.01 – formulate meaningful questions that lead to
a deeper understanding of a legal issue;
LI1.02 – effectively conduct legal research, using
traditional and non-traditional sources of information (e.g., law-related
websites, primary source documents, legal advisers);
LI1.03 – classify and clarify information, using
timelines, organizers, graphs, charts, and diagrams;
LI1.04 – compile summary notes in a variety of forms
and for a variety of purposes, including research and preparation for debates,
oral presentations, mock trials, tests, and examinations.
Evaluation of
Sources
LI2.01 – distinguish among opinions, facts, and
arguments in sources;
LI2.02 – identify the frame of reference and purpose
of data;
LI2.03 – evaluate the credibility of sources and
information by checking for logical errors, accuracy, and underlying
assumptions, including prejudices and biases;
LI2.04 – evaluate the credibility of published and
Internet sources by analysing the quantity and quality of evidence presented,
as well as the methods used by authors to support their claims (e.g., use of
footnotes).
Communication
LI3.01 – effectively present ideas, opinions, and
arguments orally (e.g., in role plays, case studies, interviews, simulations,
debates, group presentations, seminars);
LI3.02 – justify and support opinions, using proper
legal terminology and informed research;
LI3.03 – use legal terms accurately and appropriately
for a variety of purposes and audiences;
LI3.04 – create graphs, charts, organizers, images,
and illustrations to support oral and written presentations;
LI3.05 – write clear, coherent, and logically
organized reports, papers, and essays, observing the rules for ethical use of
research material and following an accepted format for documenting sources;
LI3.06 – demonstrate respect for the opinions and
perspectives of others in discussing legal issues.
Ontario Catholic School Graduate Expectations
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 Canada’s official languages;
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.