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Course Profile   Understanding Canadian Law, Grade 11, University/College Preparation, Catholic and Public

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2001

 

Acknowledgments

Public and Catholic District School Board Writing Teams – Understanding Canadian Law

 

Catholic Project Manager

Mike Taylor, London Catholic District School Board

Catholic Writing Team

Marion Austin, Lead Writer, London Catholic District School Board

Jim Sweeney, London Catholic District School Board

Peter Legge, London Catholic District School Board

Reviews

Dan Keane, Religion Advisor

Oliver Stoetzen, College Reviewer

Richard Vendrig, Durham Catholic School Board

 

 

 

Public Project Leader

Allan Hux, Toronto District School Board, President OHCA

Public Writing Team

Murray Locke, Toronto District School Board

Alex MacKinnon, Toronto District School Board

George Mavraganis, Toronto District School Board

Reviewers

Don Kendal, Toronto District School Board

John Myers, OISE/UT

Ava Szczurko, Toronto District School Board

Nancy Smith, Toronto District School Board

Librarians

Esther Rosenfeld, DWC, Library/Learning Resources, TDSB

Mark Kaminski, Library Consultant, TDSB

Linda McKee, Librarian, Albert Campbell CI, TDSB

Associations

Ontario History and Social Studies Teacher Association (OHASSTA)

Ontario History Consultants Association (OHCA)

Course Overview

Understanding Canadian Law, Grade 11, University/College Preparation, CLU3M

Course Description

This course explores legal issues that directly affect students’ lives. To develop an appreciation of the Canadian legal system, students examine the historical roots of Canadian law and expand on their understanding of the role of government in making laws. Students also become familiar with the rights and freedoms that all Canadians enjoy as a result of the Canadian Charter of Rights and Freedoms. Students acquire a practical knowledge of Canada’s legal system, both criminal and civil, and learn how to analyse legal issues. They are given opportunities to develop informed opinions on legal issues and to defend those opinions and communicate legal knowledge in a variety of ways and settings, including legal research projects, and mock trials and debates.

How This Course Supports the Catholic School Graduate Expectations

This course, Understanding the Law, extends the development of attitudes and values based on Catholic social teachings for Ontario Catholic School Graduates. Opportunities are given to students to integrate their faith with civic duty and responsibility. Students become familiar with events which are a part of the Catholic Church’s history such as the development of Mosaic law. When students examine the question of human rights, they begin to appreciate the relevance of Catholic social justice teachings. This course involves activities that encourage students to act morally and legally as persons formed in Catholic traditions. Law course graduates should be effective communicators of the Good News of Jesus Christ in their attitudes and approaches to historical and contemporary issues involving the law.

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 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 origins of our legal system, the development of human rights as a concept in our society, the process of criminal law, and the settlement of civil disputes in our country. At every opportunity, students learn the origins of the process 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.

The course content is appropriate to research into 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 entire length of the course allows students more time to investigate and examine topics of interest and to develop research skills.

As much as possible, students should be given opportunities to use technology to conduct their research. Through use of these technologies, 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 is a university/college preparation course that uses Canadian History in the Twentieth Century (Academic or Applied) as a prerequisite. 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.

The course is divided into four units of study. The table below indicates a suggested time for these units.

Units:  Titles and Time

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1:  Heritage

Time:  20 hours

Unit Description

In this introductory unit, students develop an understanding of what law is and why societies have laws. An examination of the historical roots of Canadian law assists students to develop an understanding of the Canadian legal system. Students examine the role of government, its agencies, and the courts in making, changing, or interpreting the law. Throughout the unit, students incorporate many of the methods of legal inquiry. With the culminating activity, students are asked to create a constitution for the new colony on Mars. After an examination of a number of constitutions, students are asked to create a new constitution and to present their work to their classmates, and individually to submit a written report. For students in Catholic schools, this unit provides an opportunity to study the Church’s legal traditions, in particular Mosaic law. Students examine the Dogmatic Constitution of the Catholic Church and enhance their understanding of the rights and responsibilities of Canadian citizenship.

Unit Overview Chart

Unit Culminating Activity

The Martian Constitution – After examining a number of constitutions from different time periods, countries and organizations, students create a constitution for a new colony on the planet Mars.

 

Unit 2:  Rights and Freedoms

Time:  20 hours

Unit Description

This unit explores the sources of Canadian rights and freedoms. Students examine how rights and freedoms may differ and conflict. An examination of historical and contemporary barriers to the equal enjoyment of human rights in Canada helps students evaluate the impact of these barriers. Finally, as a result of their study of the rights and freedoms enshrined in Canadian law, students develop an understanding of how these rights and freedoms are interpreted, limited, and enforced in Canada and in Ontario. For students in Ontario’s Catholic schools, this unit enhances their understanding of the influence of the Catholic Church on the development of human rights. They also examine the contributions of individual Catholics and organizations in developing and increasing awareness of human rights issues (e.g., Jean Vanier, Development and Peace)

Unit Overview Chart

Unit Culminating Activity - Suggestions

Human Rights Violations - Students prepare a case dealing with human rights violations and present to a board such as the Ontario Human Rights Commission, the Board of Inquiry (Human Rights Code), or the Office of the Ombudsman. The prepared case could include: arguments outlining the human rights violations; relevant Charter sections; all completed forms; oral presentation to a mock tribunal; suggestions for appropriate remedies.

Legal Report - Students research a legal case in which there has been a violation of rights under the Canadian Charter of Rights and Freedoms and present their findings in a written report. The report could include: detailed description of the rights violation; explanation of which Charter Sections are relevant; possible remedies to correct the violation. This would be a good activity in which to use Internet research.

 

Unit 3:  Criminal Law and Procedures

Time:  35 hours

Unit Description

This unit introduces students to the main concepts of criminal law in Canada. They first examine specific terms that govern both the existence and classification of crime. They then apply some of those understandings to the study of youth crime and how Canadian society deals with this issue. Students then look at the investigation of crime and the role of police in investigation and arrest. An examination of the courts and trial process gives students a deeper understanding of the adversarial system and the roles of various officials and citizens in the court. Students look at the decision-making process involved in sentencing criminals to prison, and the rights of victims in these situations.

Unit Overview Chart

Unit Culminating Activity - Suggestions

A mock trial is a recommended culminating activity for this unit. Students are involved in researching the various aspects of the court as well as the various roles in the court system. The trial could then be presented in a larger room in the school such as the dramatic arts room.

An alternative culminating activity would be for students to follow the process of a criminal trial, if possible, using the various electronic media. Students could then summarize, analyse, and react to the process of this trial.

 

Unit 4:  Regulation and Dispute Resolution

Time:  35 hours

Unit Description

Students study the structure of the Canadian private law system. The unit is divided into four areas of concentration. The sub-topics within the unit are organized in a manner that builds upon the understanding of the differences between criminal and civil law, which leads to an examination of how the processes, legal institutions, and methods involved in bringing a civil dispute to trial operate. This leads to an examination of how the law applies to family matters. Finally, students analyse the role of law as it applies to contractual obligations, torts, and claims for compensation for personal loss. Students continue to expand their skills of legal inquiry in this unit. This unit offers students an excellent opportunity to further develop research skills in the analysis and interpretation of data related to private and civil law

 

Unit Overview Chart

 

Unit Culminating Activity

A culminating activity for this unit could be a public information legal pamphlet developed in groups to explain a particular aspect of private law to the general public. Students could use a variety of technologies in their research as well as a presentation of the final product to the class.

Teaching/Learning Strategies

This course provides students an opportunity to explore, analyse, and reflect on the study of law 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. Co-operative group learning is another important active learning strategy fundamental to many activities in this 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. Many important skills are developed in the activities in the units.

The Teaching/Learning Strategies employed in the Grade 11 University/College 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 with 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.

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, 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 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. The teacher should introduce the concept and the topic of a culminating activity at the beginning of the course.

The activities and performance tasks in this 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 that you want the students to master, e.g., formulating a thesis, note-taking, report writing;

·         share with your 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 a variety of learning styles and special needs through the modifications 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;

·         rubrics should make it clear to students why they scored as they did and what steps they need to take to improve;

·         match the assessment/evaluation strategy to the teaching/learning strategy.

Students should become competent researchers and writers through the activities suggested in this 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 in the form of an examination, performance, essay, and/or other method of evaluation.

Final Course Summative 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, performance, 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.

An examination of the expectations for the course, Understanding Canadian Law, reveals a number which would be best accommodated through a research paper. These expectations would include the following:

Overall Expectations

LIV.01 - use research methods appropriately to gather, organize, and synthesize information;

LIV.02 - evaluate the credibility of sources.

Specific Expectations

LI1.02 - effectively conduct legal research, using traditional and non-traditional sources of information;

LI2.03 - evaluate the credibility of sources and information by checking for logical errors, accuracy, and underlying assumption, 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., the use of footnotes);

LI4.05 - 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.

It is expected that students would conduct research and write their essay 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. It is also suggested that teachers spend some time in class teaching students how to evaluate Internet sources. The essay should be handed in towards the end of the course for evaluation.

Accommodations

Every effort is made to assist all 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 the nature of the credit can be affected. Individual Education Plans for exceptional students provide teachers with specific learning strategies that work best with individual 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.

There are a variety of strategies that can be used for those students with special needs. History teachers are encouraged to work with the Special Education teacher to review exceptional students’ IEPs (Individual Education Plans) to decide the best course of action to assist them in meeting the expectations of the Grade 11 University/College Law course. Students with specific learning difficulties require specific modifications 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 modifications based on the assessment and suggestions included in the Individual Education Plan.

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 Understanding Canadian Law, Grade 11, University/College courses 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. Unite the specific and overall 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 select resources that relate to the ESL/ELD Curriculum Policy Document Strand’s expectations: Reading, Writing, Oral and Visual Communication and Social and Cultural Competence. Use a wide variety of print and illustrative material. 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 wide variety of teaching/learning strategies and assessment/evaluation techniques should be used in any classroom. Many assessment tools for ESL/ELD students are formative, both in the assessment of understanding of concepts and the acquisition and practise 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 expression of their individual skills, interests, and varied life experiences in the family, communities, and countries of origin. Courses should also display sensitivity to the diversity of cultural, ethnic, religious beliefs and customs, socio-economic levels, and family structures of newcomer. 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

Note Concerning Permissions

Units in this 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.

Print

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.

Ontario Family Law Statutes. Scarborough: Carswell Publications, 1996.

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.

The Classroom Puzzler Educational Resource Package. Peache House Press, Inc.

Internet Resources

Note: 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

Judgements 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

Youth FAQ – http://www.acjnet.org/youthfaq/index.html

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

Research Tool and Law Links – http://www.umanitoba.ca/faculties/law/Research/Research_index.html

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

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

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

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

RCMP – http://www.rcmp-grc.gc.ca/

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

United Nations Declaration of Human Rights – http://www.un.org/

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

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

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)

United Nations Charter – http://www.un.org/aboutun/charter/index.html

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

Canadian Elections on the Internet
http://www.library.ubc.ca/poli/cpwebe.htmlwww.artsci.lsu.edu/poli/research.htmlwww.lsu.edu/guests/poli/public_html

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

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 & 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 Mounties Finally Get Their Man – http://www.singh~songh.org

Summary of Choosing a Government, Ontario Conference of Catholic Bishops, 1998 (OCCB@OCCB.on.ca) – http://www.OCCB.on.ca

Vatican – http://www.vatican.va

Audio-Visual Resources

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?

TVO Marketing

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

Euthanasia: CBC

Human Resources

Teacher-librarian/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 Society or Elizabeth Frye

Catholic Resources

Books

(Note: These are mainly for teacher reference but some may be adapted for student use.)

Christian Justice. Minnesota: St. Mary’s Press, 1995.

Do Justice! CCB (Toronto, 1987).

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.

OSS Considerations

The Law course provides students with the opportunity to acquire 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, Understanding Canadian Law, Grade 11, University/College Preparation, CLU3M

Heritage

Overall Expectations

HTV.01 · explain what law is and why societies have laws and describe the different categories of law;

HTV.02 · identify the historical roots of Canadian law;

HTV.03 · explain who is responsible for law-making in Canada and how laws are developed, interpreted, applied, challenged, and enforced.

Specific Expectations

Law and Society

HT1.01 – explain the meaning and function of law in Canadian society;

HT1.02 – explain why all societies need laws;

HT1.03 – distinguish between the various categories of law (e.g., substantive/procedural, common/statute);

HT1.04 – explain the meaning and nature of the various types of law (e.g., criminal, constitutional, administrative, and private).

The Historical Roots of Law

HT2.01 – assess the contributions of early legal systems to contemporary Canadian law (e.g., the Code of Hammurabi, Mosaic law, Roman law);

HT2.02 – describe key developments in English common law and explain their influence on Canadian law (e.g., the adversarial system, Magna Carta, the importance of precedent, the rule of law, the concept of equity);

HT2.03 – explain how Roman law and codes of law such as Justinian’s Code and the Napoleonic Code influenced the development of Quebec civil law.

Law-making

HT3.01 – identify the key components of the Constitution of Canada, including the division of powers between the two levels of government;

HT3.02 – describe the role of government, its agencies, and the courts in making, changing, or interpreting the law;

HT3.03 – describe initiatives by individuals and lobby groups to introduce new laws or change existing laws and explain why the changes were needed;

HT3.04 – describe the process by which a bill becomes law.

Rights and Freedoms

Overall Expectations

RFV.01 · describe the sources of Canadian rights and freedoms and explain how rights and freedoms may differ and conflict;

RFV.02 · identify historical and contemporary barriers to the equal enjoyment of human rights in Canada and evaluate their effects;

RFV.03 · describe the rights and freedoms enshrined in Canadian law and explain how they are interpreted, how they may be limited, and how they are enforced in Canada and in Ontario.

Specific Expectations

Rights and Freedoms

RF1.01 – identify the influences on the development of human rights in Canada (e.g., Magna Carta, the American Bill of Rights, the French Declaration of the Rights of Man and of the Citizen, the Canadian Bill of Rights, the Universal Declaration of Human Rights);

RF1.02 – explain key concepts associated with human rights;

RF1.03 – analyse situations in which rights and freedoms may conflict (e.g., when the right to freedom of expression conflicts with legislation to ban hate literature).

Barriers to Human Rights

RF2.01 – describe historical and contemporary situations in which rights in Canada have been denied (e.g., rights of Japanese in the Second World War, Aboriginal rights to land, women’s rights, rights of physically or mentally challenged persons);

RF2.02 – evaluate the contribution of individual citizens and organizations in developing and increasing awareness of human rights issues (e.g., John Diefenbaker, Pierre Elliott Trudeau, women’s and victims’ groups, Emily Murphy and the Famous Five/ Persons Case, the Assembly of First Nations, Mothers Against Drunk Driving, the Civil Liberties Association, the Women’s Legal Education and Action Fund).

Human Rights Legislation in Canada and in Ontario

RF3.01 – describe the rights and freedoms found in the Canadian Charter of Rights and Freedoms;

RF3.02 – analyse situations in which a right or freedom may be justifiably limited (e.g., libel laws that limit the freedom of the press);

RF3.03 – explain how human rights legislation and the courts attempt to balance minority and majority rights;

RF3.04 – explain the role of the judiciary, especially the Supreme Court of Canada, in interpreting the Charter and the role of government in enforcing Charter rights;

RF3.05 – explain the protections provided under the Ontario Human Rights Code;

RF3.06 – distinguish between the protections offered under the federal Charter and those provided by the Ontario Human Rights Code;

RF3.07 – describe procedures for hearing complaints about human rights violations (e.g., the role of the Ontario Human Rights Commission, the Board of Inquiry [Human Rights Code], the Office of the Ombudsman).

Criminal Law and Procedures

Overall Expectations

CLV.01 · summarize what constitutes a crime or regulatory offence in Canada;

CLV.02 · describe the processes, legal institutions, and methods involved in bringing a criminal case to trial;

CLV.03 · explain the structure and role of the Canadian court system in criminal law;

CLV.04 · analyse the principles of sentencing, including those relating to alternative methods of imposing sanctions or regulating behaviour;

CLV.05 · explain how the criminal law applies to young people.

What Is a Crime?

CL1.01 – describe the elements that must exist for a person to be convicted of a crime under Canadian law;

CL1.02 – differentiate between a summary conviction and an indictable offence;

CL1.03 – explain the classifications and key elements of crime described in the Canadian Criminal Code and related federal statutes (e.g., crimes against the person, murder, manslaughter, assault).

Trial Procedures

CL2.01 – describe the process of a police investigation, including the questioning of an accused and the gathering of evidence;

CL2.02 – identify the elements of a legal arrest, including the rights of an accused under arrest or detention;

CL2.03 – describe different types of pre-trial release mechanisms (e.g., own recognizance; with bail [money, property bond, recognizance of a friend or relative]).

The Court System

CL3.01 – summarize the structure of the criminal court system, including avenues of appeal;

CL3.02 – describe the role of different individuals involved in a criminal trial (e.g., lawyer, judge, jury, duty counsel, Crown attorney);

CL3.03 – explain key aspects of the criminal trial process, including jury selection and rules about the admissibility of evidence and the burden of proof;

CL3.04 – identify legally accepted defences to criminal charges.

Sentencing

CL4.01 – describe the main principles of sentencing;

CL4.02 – explain the various sentencing options available, including alternative options (e.g., use of healing circles, peer sentencing, victim-offender programs);

CL4.03 – analyse the role of victims and victim impact statements in sentencing;

CL4.04 – explain the role of the prison system.

Criminal Law and Young People

CL5.01 – describe the key differences between the Juvenile Delinquents Act (1929), the Young Offenders Act (1984), and the proposed replacement for the Young Offenders Act, the Youth Criminal Justice Act;

CL5.02 – identify controversial aspects of the Young Offenders Act and outline the arguments on both sides of these controversies;

CL5.03 – analyse areas of criminal law, besides those covered in the Young Offenders Act, that may apply to young people (e.g., drinking and driving laws; alcohol, tobacco, and narcotics laws; laws relating to violence, sexual assault, or harassment).

Regulation and Dispute Resolution

Overall Expectations

RDV.01 · distinguish between civil and criminal law;

RDV.02 · describe the processes, legal institutions, and methods involved in bringing a civil dispute to trial and resolution;

RDV.03 · explain how the law applies to family matters;

RDV.04 · analyse the role of law as it applies to contractual obligations and claims for compensation for personal injury or loss.

Specific Expectations

Civil and Criminal Law

RD1.01 – describe the differences between public law (e.g., constitutional law, criminal law) and private law (e.g., family law, contract law, tort law);

RD1.02 – describe the various areas of civil law (e.g., family, contract, tort).

Dispute Resolution

RD2.01 – describe the courts that try civil actions and the types of cases tried in each (e.g., small claims court, landlord and tenant court, family court);

RD2.02 – summarize the procedures involved in bringing a civil action (e.g., statement of claim, statement of defence, examination for discovery);

RD2.03 – describe the types of damages recognized in civil court and the remedies available for enforcing judgement (e.g., special, general, nominal, or punitive damages; injunctions).

Family Matters

RD3.01 – list the legal requirements of a valid marriage;

RD3.02 – distinguish between federal and provincial powers in the area of family law;

RD3.03 – explain matrimonial property law as it applies in marriage, common-law relationships, separation, and divorce, and on the death of a spouse;

RD3.04 – explain the grounds for divorce and the procedures available for resolving family disputes;

RD3.05 – explain the rights of support, custody, and access, and what the state can do to enforce support or assume custody.

Contractual Obligations and Torts

RD4.01 – define the elements of a legal contract (e.g., offer and acceptance, consideration);

RD4.02 – explain when contractual performance can be excused, who is provided extra protection in contract law, and what remedies are available in law for breach of contract;

RD4.03 – explain what is an intentional tort and what constitutes negligence in tort law;

RD4.04 – describe legally acceptable defences and legal remedies to intentional and unintentional torts.

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 · demonstrate an understanding of the dynamic nature of law, including the way in which it evolves in response to technology and changes in societal values;

LIV.04 · explain, discuss, and interpret legal issues, orally and in writing, using a variety of formats.

Research

LI1.01 – formulate meaningful questions that lead to a deeper understanding of a legal issue and of the different ways to approach an issue;

LI1.02 – effectively conduct legal research, using traditional and non-traditional sources of information (e.g., Internet websites, multimedia technology, law libraries, community legal services);

LI1.03 – classify and clarify information, using timelines, organizers, mind maps, concept webs, maps, 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 oral presentations, 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., the use of footnotes).

Understanding of the Evolving Nature of Law

LI3.01 – explain how changes in attitudes and societal values bring about changes in the law (e.g., censorship, gambling, and drinking and driving laws; laws relating to women and children; laws protecting the environment; laws regulating the workplace);

LI3.02 – evaluate the impact on the law of technological change (e.g., developments in information technology, medical technology, transportation technology);

LI3.03 – speculate on possible future developments in law and the Canadian legal system based on changes in our society (e.g., changing attitudes and cultural differences).

Communication

LI4.01 – effectively present ideas, opinions, and arguments orally (e.g., in role plays, interviews, simulations, debates, group presentations, seminars);

LI4.02 – justify and support opinions, using proper legal terminology and informed research;

LI4.03 – use legal terms accurately and appropriately for a variety of purposes and audiences;

LI4.04 – create graphs, charts, organizers, images, and illustrations to support oral and written presentations;

LI4.05 – 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;

LI4.06 – identify and describe career opportunities in the legal field.

 

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.

 

 

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