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Course Profile Canadian and International Law (CLN4U), Grade 12, University Preparation, Public

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000.

Prerequisite: Any University or University/College Preparation course in
Canadian and World Studies, English, or Social Sciences and Humanities

Course Description

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 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.

Course Profile Design

In the Heritage unit, students examine the historical and philosophical origins of law and their connection and relevance to contemporary society. They evaluate different concepts, principles, philosophies, and theories of law and demonstrate an understanding of the relationship between law and societal values. An understanding of both the historical development of human rights legislation and constitutional law in Canada is developed in Unit 2: Rights and Freedoms. Students also examine the Canadian Charter of Rights and Freedoms, in particular the roles of the legislature and the judiciary in defining, interpreting, and enforcing Charter rights. In Unit 3: Criminal Law and Procedures, students analyse theories about criminal conduct and the nature of criminal behaviour. They analyse the Canadian criminal trial process and demonstrate an understanding of the competing concepts of justice as they apply to the criminal justice system. In Unit 4: International Law, 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 Unit 5, students examine both environmental and labour law. Their understanding of the roles of government, the courts, 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 are developed. Unit 6 is the course culminating activity; students demonstrate their learning in a research paper.

Course Notes

The study of the Canadian legal system is an essential part of Canadian studies. An understanding of the process 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 processes of the law in our society are more likely to be effective members of Canadian society. They are 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. Students learn the origins of the processes and concepts, how they apply today, and some of the current issues that surround them. Students are then able to see both the continuity of the legal tradition and the current challenges that may shape change in the law.

The course content allows for students to research into legal cases and social issues that surround the law. By framing inquiry skills within a legal context, students can appreciate the demands of critical thinking and rigorous approaches to research as they develop skills in their senior years in secondary school. The research and analytical skills necessary for the investigation of the subjects should be dealt with over the entire course. The teaching of skills over the length of the course allows students more time to investigate and examine topics of interest and to develop research skills.

Students should be given opportunities to use technology to conduct their research. Through the use of technology, students become familiar with the wide range of their potential use for future study and for the working world. Increasingly, statistical information and professional journals in the field of Canadian law are becoming available in electronic format.

This University Preparation course equips students with the knowledge and skills necessary for entrance to specific university and college programs. Teaching and learning strategies emphasize the development of independent learning and research skills.

Units: Titles and Time

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	10 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Heritage

Time: 20 hours

Unit Description

Students demonstrate their understanding of the historical and philosophical origins of law. They also 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. They assess the influence of individual and collective actions on the evolution of the law.

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	Sources of Law
2	HTV.01, LIV.03, HT1.01, HT1.02, HT1.03, HT1.04, LI1.03, LI1.04, LI3.03	Knowledge/Understanding Thinking/Inquiry Communication	Theories and Concepts 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 Actions 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 could include Dr. Henry Morgentaler, Nelson Mandela, and Sue Rodrigues. Students present their research material in a visual display or oral presentation.

Unit 2: Rights and Freedoms

Time: 20 hours

Unit Description

Students demonstrate an understanding of the historical development of human rights legislation in Canada and explain the development of Canadian constitutional law. In their examination of the Canadian Charter of Rights and Freedoms, students develop an understanding of the rights and responsibilities of individuals. They explain the roles of the legislature and the judiciary in defining, interpreting, and enforcing Charter rights in Canada. Finally, students analyse the conflicts between rights and freedoms and between minority and majority rights in a democratic society and they describe the methods available to resolve these conflicts.

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	RFV.05, 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

Supreme Court Presentation – Students prepare a brief involving rights and freedoms under the Charter and present it to the Supreme Court of Canada.

Human Rights Tribunal – Students prepare and present a submission to the Human Rights Tribunal.

Human Rights Panel – Students participate in a panel discussion in which they present a viewpoint concerning “Civil and Human Rights in Canada: The Future.”

Unit 3: Criminal Law and Procedures

Time: 20 hours

Unit Description

Students analyse theories about criminal conduct and the nature of criminal behaviour. They explain what constitutes a crime in Canada and analyse Canadian criminal trial procedure. In their examination, students examine 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 demonstrate an understanding of the competing concepts of justice as they apply to the criminal justice system. In the examination of the concepts, students analyse a legal case in which the principles of justice have been violated.

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

Legal Case – Students prepare a report, written or oral, analysing a case in which the principles of justice have been violated. Suggestions include the cases of Donald Marshall, David Milgaard, and Guy Paul Morin.

Defence Handbook – Students create a handbook to explain legally acceptable defences in written and graphic format.

Mock Trial – Students role-play to illustrate the process of a criminal trial, either recreating a pivotal moment in a real trial or developing the process of a fictional trial.

Unit 4: International Law

Time: 25 hours

Unit Description

Students look at the main concepts and principles of international law. Students use the concepts as a basis for investigating 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. Students apply their learning to an analysis of the use of international law in a particular case study.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	RDV.03, RDV.05, RD3.01, RD3.02, RD5.03, LIV.03, LI3.01, LI3.02	Knowledge/Understanding Thinking/Inquiry Communication	Principles of International Law
2	RDV.03, RD3.03, RD3.04, LIV.01, LIV.03, LI 1.04, LI2.01, LI3.01, LI3.03, LI3.06	Knowledge/Understanding Thinking/Inquiry Communication Application	Global Concerns and Agencies
3	RDV.04, RD4.01, RD4.02, RD4.03, RD4.04, LIV.02, LIV.03, LI1.04, LI2.02, LI3.01, LI3.05	Knowledge/Understanding Thinking/Inquiry Communication Application	International Treaties and Agreements
4	RDV.04, RD4.05, RD5.02, LIV.01, LIV.02, LIV.03, LI1.01, LI1.02, LI1.03, LI2.01, LI2.02. LI2.03, LI2.04, LI3.02	Knowledge/Understanding Thinking/Inquiry Communication Application	Global Conflict and Resolution
5	RDV.05, RD5.01, RD5.01, RD5.04, RD5.05, LIV.01, LIV.02, LIV.03, LI1.02, LI1.02, LI1.04, LI2.01, LI2.02, LI2.04, LI3.01, LI3.01, LI3.02, LI3.03	Knowledge/Understanding Thinking/Inquiry Communication Application	International Intervention
6	RDV.03, RDV.04, RDV.05, LIV.01, LIV.03, RD3.01, RD3.02, RD3. 03, RD3.04, RD4.01, RD5.01, RD5.02, RD5.03, RD5.04, LI1.01, LI1.02, LI1.03, LI1.04, LI2.01, LI2.04, LI3.01, LI3.02, LI3.03, LI3.04, LI3.05, LI3.06	Knowledge/Understanding Thinking/Inquiry Communication Application	International Law in Action – Global Issue Conference

Unit Culminating Activity

In groups, students 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).

Unit 5: Labour and Environmental Law

Time: 15 hours

Unit Description

Students explore the roles 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. Students present a proposed bill or amendment to existing laws in front of a legislative Cabinet to deal with a problem or new development in one of the two areas.

Unit Overview Chart

Cluster	Learning Expectations	Assessment	Focus
1	RDV.01, RD1.01, RD1.02, RD1.03, LIV.03, LI3.03, LI3.04	Knowledge/Understanding Thinking/Inquiry Communication Application	Citizens, the Government, and the Environment
2	RDV.02, RD2.01, RD2.02, LIV.01, LI1.01, LI1.02	Knowledge/Understanding Thinking/Inquiry Communication Application	The Government and the Workplace
3	RDV.02, RD2.03, RD2.04, RD2.05, LIV.03, LI3.04	Knowledge/Understanding Thinking/Inquiry Communication Application	Organizing the Workforce
4	RDV.02, RD2.06, LIV.02, LI2.02, LIV.03, LI3.06	Knowledge/Understanding Thinking/Inquiry Communication Application	The Changing Workplace

Unit Culminating Activity

Working in groups, students research, develop, and present a bill or proposed amendment to existing law(s) concerning either the environment or the workplace.

Unit 6: Methods of Legal Inquiry

Time: 10 hours

Unit Description

An examination of the course, Canadian and International Law, reveals several expectations that would be best accommodated through a research paper. Students conduct research and write their essays throughout the course. To assist students with the writing of their papers, teachers use a process that has students submit different components of the paper, such as the selection of a topic, resource list, introduction, and outline throughout the course. The assessment for these components could be formative in nature, while the final paper is evaluated summatively. Teachers spend time in class teaching students how to evaluate Internet sources. The essay is handed in towards the end of the course for evaluation.

Unit Overview Chart

Cluster	Learning Expectations	Assessment	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 Communication Application	The Final Product

Teaching/Learning Strategies

This course provides students with opportunities to explore, analyse, and reflect on the study of law through diverse teaching and learning strategies. Students 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. Students practise research skills, such as focused inquiry, data analysis, note taking, and guided Internet searches. Co-operative group learning is another important active learning strategy fundamental to many activities. Tasks are designed to develop skills and concepts through a range of student learning styles.

The strategies employed in the course:

· encourage maximum student engagement in the learning activity;

· encourage student choice regarding the processes and products of learning in the 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 – students generate questions, apply a variety of investigative approaches, and communicate learning in a variety of ways;

· encourage students in self- and peer assessment;

· use formative assessment to provide opportunities for practice and consolidation;

· make authentic connections with the classroom, the school, and the local community;

· respect the cultural diversity of Ontario classrooms.

The subject discipline of Law uses its own language to express concepts. To help students, especially ESL/ELD students, teaching and learning strategies should show particular 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 that need a specific and concrete product expected of students, such as reading/listening tasks (case-study/video-viewing);

· 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.

Assessment & Evaluation of Student Achievement

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/evaluation, teachers should review the required curriculum expectations and link them to the categories. Teachers ensure that all the expectations are accounted for in instructions and that the achievement of expectations is assessed within the appropriate categories. Students should be given numerous and varied opportunities to demonstrate their achievement. The descriptions of achievement 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. Diagnostic and formative assessment, and summative evaluation are used, where appropriate for the activity. Sample rubrics are provided for some activities and for the unit culminating activity. At the beginning of the course, the teacher should examine Unit 6 to be familiar with the course culminating activity. The course culminating activity is designed to be a work-in-progress for all students.

The activities and assessment strategies in this profile are examples teachers may use with their classes. The following are generic suggestions for assessment and evaluation.

· Provide opportunities for student learning to improve by using formative assessment, e.g., visual organizers, practice quiz, self- and peer editing of written work, teacher feedback.

· Share clearly-developed criteria for assessment and evaluation and develop the tools, e.g., checklists, rubrics, with students to clarify how and why they are being assessed or evaluated.

· Accommodate a variety of learning styles and special needs through the modifications suggested in the activities and suggestions for how students may improve their performance.

· Use assessment tools that are appropriate for the expectations being addressed and that relate to the categories on the Achievement Chart.

· Ensure that criteria used for assessment match expectations upon which activity was based.

· In performance tasks involving group work, ensure that the tasks build on positive interdependence and individual accountability.

· Match the assessment/evaluation technique to the teaching/learning strategy, as illustrated in the developed unit. (In Assessment and Evaluation of Student Achievement in each activity, the numbers indicate the corresponding Teaching/Learning Strategies.)

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 in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Effort is made to assist all students in achieving success in the course. Specific adaptations and accommodations are recommended with each activity. Teachers should realize that if expectations are modified extensively, the nature of the credit can be affected. Teachers must become familiar with the Individual Education Plans (IEPs) for exceptional students and other students who have IEPs, and learn the specific learning and assessment strategies that work best with these students. 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.

Technology can play an important role in accommodation e.g., bookmarks of key Internet sites may help to maximize online time. For enrichment, students may explore the issues and personalities in greater depth or from different perspectives.

When planning adaptations of the 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 skills development through language skills development. Teachers unite the expectations of The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies with those of the English as a Second Language/English Literacy Development curriculum policy document.

Teachers should use a wide variety of print and illustrative materials that relate to the ESL/ELD curriculum strands of Reading, Writing, Oral and Visual Communication, and Social and Cultural Competence. ESL/ELD students should be encouraged to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, and write a first draft of either the written or performance product.

Like all learners, ESL/ELD learners have different learning styles. Therefore, a variety of teaching/learning strategies and assessment/evaluation techniques should be used. Many assessment tools for ESL/ELD students are formative, both in the assessment of understanding of concepts and the acquisition and practice of the specifically identified language forms necessary to express those concepts. The ESL/ELD learners’ self-esteem and motivation to learn benefits greatly when courses allow for the expression of their individual skills, interests, and varied life experiences in their families, communities, and countries of origin. Teachers should display sensitivity to the diversity of cultural, ethnic, and religious beliefs and customs, socio-economic levels, and family structures of newcomers. Subject content should be presented in ways that focus on its relevance to ESL/ELD students needs, be they communicative/language, acculturation, day-to-day survival, social, physical, emotional, or cognitive.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.

Print

Any current approved Canadian law textbook.

Publications from Correctional Services Canada, Ottawa (publications and videos on variety of legal issues related to corrections).

Annotated Canadian Charter of Rights and Freedoms.

Bendickson, J. Environmental Law. Concord, Ontario: Irwin Law, 1997.

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.

Dukelow, D.A. and B. Nurse. The Dictionary of Canadian Law, 2nd ed. Scarborough: Carswell, 1995.

Human Rights in Employment Law. Scarborough: Carswell Publications, 1995.

Pink, J. and D. Perrier. From Crime to Punishment, 2nd ed. Scarborough: Carswell, 1992.

Pocket Criminal Code 2001. Scarborough: Carswell Publications, 2000.

Roach, Kent. Criminal Law. Concord, Ontario: Irwin Law, 1996.

Teaching Youth Justice: A Teacher’s Manual for the Young Offenders Act. Public Legal Education, 1996.

Wrongful Dismissal Handbook. Scarborough: Carswell Publications.

Internet Resources

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

General

Best Guide to Canadian Legal Research – http://legalresearch.org/

Canadian Bar Association: contests and mock trial information – www.cba.ca

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); – www.canada.gc.ca/howgoc/govorg_e.html (Government Organizational Chart: Judiciary); – www.fcnetwork.org/4thnorth/joyceand.html (Joyce and David Milgaard presentation)

Canadian Federal and Provincial Legislation: Legal Literature
– www.fis.utoronto.ca/courses/LIS/2133/legisour.htm

Canadian Law – www.CanLaw.com

Canadian Law Resource Materials – www/acjnet.org/acjeng.html

Canadian Legal Resources on the Net – www.nbnet.mb.ca/~psim_law.html

Department of Justice: Law – http://canada.justice.gc.ca/Loireg/index_en.html

Guide to Ontario Courts – www.ontariocourts.on.ca/english.htm

Judgements from the Supreme Court, 1985-2000 – www.lexum.umontreal.ca/csc-scc/

Junior High Justice – http://edm.johnhoward.org/education/graphics.html

Jurist Canada B Legal Education Network – http://jurist.law.utoronto.ca/

Law Commission of Canada – www.lc.gc.ca

Law Related Internet Resources – http://infolibrary.yorke.ca/depts/law/links.htm

The Law Room – www.uottawa.ca/hrrec/lawroom/lawroom.html

Laws of Canada – http://canada.justice.gc.ca/Loireg/index_en.html

Legal Line – www.legalline.ca

Local or national newspapers, magazines, indexes, databases, and full-text periodicals at BCIT Libraries

– www.lib.bcit.bc.ca/le.htm

Newspapers and Magazines and Editorials – www.webwombat.com.au/intercom/newsrs/index.htm
and – www.fact.com/eof.htm

Supreme Court Reports – www.droit.umontreal.ca/e_index

Heritage

The Internet Encyclopedia of Philosophy – www.utm.edu/research/iep

The Jurists – www.blupete.com/Literature/Biographies/Law/Jurists.htm

Natural Law – www.newadvent.org/cathen/090769.htm

Philosophers – www.wabashcenter.wabash.edu/Internet/philos.htm

Rights and Freedoms

Canada at the Polls, Elections Canada (613-993-2975) – www.elections.ca

Canadian Charter – www.pch.gc.ca/ddp-hrd/ENGLISH/charter/contents.htm

Canadian Human Rights Tribunal – www.chrt-tcdp.gc.ca/

Canadian Resource Bank for Democracy and Human Rights – www.front.web.net/canadem

Human Rights in Action – www.un.org/Pubs/CyerSchoolBus/humanrights/index/html

Ontario Human Rights Commission – www.ohrc.on.ca/

Summary of Choosing a Government, Ontario Conference of Catholic Bishops, 1998.
– www.OCCB.on.ca

A Technology of Citizenship: Learning Democracy – www.oise.utoronto.ca/CASAE/cnf99/eharris.htm

United Nations Declaration of Human Rights – www.un.org

World Alliance for Citizen Participation – www.civicus.org

Criminal Law and Procedures

Access to Justice Network: Criminal Justice System in Canada – www.cjprimer.com/canada.htm#head4.

Canada’s School Net: A Welcome to the Law Room – http://uottawa.ca/hrrec/lawroom/lawroom.html

Canadian Bar Association (mock trial competition guide) – www.cbao.org/pdf/mt-tour-guide.pdf

Correctional Service of Canada – www.csc-scc.gc.ca

Courts – http://canadajustice.gc.ca/en/index.htm

The Crime Primer – http://uottawa.ca/hrrec.lawroom/primer.html

Department of Justice Canada – www.canada.justice.gc.ca/Publications/info_education/CCS

JURIST Canada: The Legal Education Network – www.jurist.law.utoronto.ca

Ministry of the Attorney General of Ontario – www.attorneygeneral.jus.gov.on.ca

National Parole Board – www.npb-cnlc.gc.ca/org/org_e.htm

RCMP – www.rcmp-grc.gc.ca

Trial Procedures – www.rcmp-learning.org/lim/ecdi0041.htm#step3

Virtual Exhibition on Forensic Science – www.virtualmuseum.ca/Exhibitions/myset/index.html

International Law

Basel Convention on the Trans-boundary Movements of Hazardous Waste and their Disposal
– www.basel.int

Canadian International Development Agency – www.acdi-cida.gc.ca

Department of Foreign Affairs and International Trade – www.dfait-maeci.gc.ca

International Centre for Human Rights and Democratic Development
– www.ichrdd.ca/111/english/contentsEnglish.html

International Constitutional Law – www.uni_wuerzburg.de/law/index.html

International Court of Justice – www.icj-cij.org

International Law – www.uncitral.org

The International Law Institute Links – www.ili.org/omnibus.html

International Monetary Fund – www.imf.org

International Trade Law Branch – http://untreaty.un.org/ola_internet/itlb.htm

Interpol – www.interpol.com

The Lester B. Pearson Canadian International Peacekeeping Training Centre – Other Links
– www.cdnpeacekeeping.ns.ca/English/Links.htm

North American Aerospace Defence Command – www.spacecom.af.mil/norad

North Atlantic Treaty Organization – www.nato.int

Oceans and Law of the Sea – www.un.org/Depts/los/index.htm

Outer Space Treaty of 1967 – www.oosa.unvienna.org/SpaceLaw/outerspt.htm

Resources in Foreign and International Law – www.willamette.edu/law/longlib/forint.htm

StudyWeb: Government & Politics: World Government and Canadian Government
– www.studyweb.com/links907.htm

US State Department: Fact Sheet on Diplomatic Immunity
– www.state.gov/www/about_state/diplomatic_immunity.html

UN Peacekeeping – www.un.org/Depts/dpko/dpko/home_bottom.htm

UN Treaty Collection – http://untreaty.un.org/

United Nations Convention Against Transnational Organized Crime
– www.odccp.org/palermo/convmain.html

United Nations Office for Outer Space Affairs
– http://registry.oosa.unvienna.org/oosa/treaty_status/index.stm

World Health Organization – www.who.int/home-page/

World Trade Organization – www.wto.org

Labour and Environmental Law

CERES Environmental Law, Regulation, and Police – http://ceres.ca.gov/env_law/federal.html

Canadian Environmental Law Association – www.cela.ca

Canadian Institute for Environmental Law and Policy – www.cielap.org

Canadian Environmental Assessment Agency – 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 – www.lib.berkely.edu/IRL/iirlnet.html

Research Paper

Best Guide to Canadian Legal Research – http://legalresearch.org

Constructing Your Research Paper – http://bob.ucsc.edu/library/ref/instruction/research/libres.htm

Evaluating Web Pages – www.lib.duk.edu/libguide/evaluating_web.htm

A Guide for Writing Research Papers – http://webster.commnet.edu/mal.htm

How to Evaluate Information on the Internet – www.uscs.edu/~library/PsyTutorial/evaluating.htm

MLA Style – www.mla.org

The Research Paper and the World Wide Net – http://cwx.prenhall.com/bookbind/pubbooks/rodrigues

Research Tool and Law Links – www.umanitoba.ca/faculties/law/Research

Audio-Visual Resources

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, “Gun Control Law: To Stop The Killing”, “Cameras in Court: Justice Seen to be Done”; Sept. 1995, “The Latimer Case: Mercy or Murder?”; 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?”

A Question of Justice. TV/Ontario, Ministry of the Attorney General. A series of ten videos dealing with a variety of legal issues. Includes a teacher’s manual with each episode.

Post Mortem: A Look at Forensic Science. CBC.

TVO Marketing. TV/Ontario.

National Film Board of Canada

Canada’s Army Abroad (113B0160025).

Children for Hire (113C9194047).

Chronicle of a Genocide Foretold – The Rwanda Series (three parts) (113C9196159).

For Man Must Work or the End of Work – Changing Face of the World of Work (143C100009).

Freedom Had A Price (C9194 043/EC009).

Government in Canada: Citizenship in Action (193C0190 124/EC009).

High Risk Offender (C9198 073/EC009).

Human Rights in Canada (111 C0189 059).

Journey to Justice (113C9100077).

Justice Denied (C9189 100/EC009).

Protection Force – Canadian International Peacekeeping (113C9195103).

A Right to Refuse – Worker’s Right to Refuse Dangerous Work (113C0181066).

The Road to Patriation (106C 0184 013).

Turbulences – Global Market (113C9197161).

Twice Condemned (117C 0193 095).

When Women Kill (C9194 002/EC009).

Worst Case Scenario – Environment (113C91017).

You’re Under Arrest (106C 0179 088).

Human Resources

Library staff

This list will vary based on locality, and availability, but could include:

· Lawyer, judge

· court clerk, court reporter

· police officer (municipal, provincial, or federal), probation officer

· priest or chaplain

· member of parliament, member of provincial parliament

· member of the Canadian Civil Liberties Association

· member of either the John Howard Society or Elizabeth Frye

OSS Considerations

The course provides students with the opportunity to acquire the skills and knowledge needed to pursue education and career goals and to 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 learn 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. Examples of ways to provide these opportunities for students are suggested in Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999, section 7.5, Co-operative education and work experience (pp. 52-54).

This course also considers the integration of technology across the curriculum, e.g., use of the Internet in research, exceptional students (modifications when necessary), using the community as a resource (visits to law courts), and the use of the library/resource centre. Teachers should also integrate the values of anti-discrimination, respect, and violence prevention into the course of study.

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

Heritage

Overall Expectations

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.

Specific Expectations

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).

Rights and Freedoms

Overall Expectations

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.

Specific Expectations

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).

Criminal Law and Procedures

Overall Expectations

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.

Specific Expectations

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).

Regulation and Dispute Resolution

Overall Expectations

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.

Specific Expectations

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.

Methods of Legal Inquiry

Overall Expectations

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.

Specific Expectations

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.

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