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

* Unit 1	Heritage	20 hours
Unit 2	Rights and Freedoms	20 hours
* Unit 3	Criminal Law and Procedures	35 hours
Unit 4	Regulation and Dispute Resolution	35 hours

* These units are fully developed in this Course Profile.

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

Cluster

Expectations

Assessment

Focus

The Need for Law

HTV.01, LIV.03, HT1.01, HT1.02, LI1.03, LI4.03, CGE2b, 2d, 4e, 5e

Knowledge/
Understanding

Communication

Examine different groups to determine types of rules.

Examine the need for and the purposes of law.

The Historical Roots of Law

HTV.02, LIV.01, LIV.02, HT2.01, HT2.02, HT2.03, LI1.03, LI1.04, LI3.01, LI4.04, CGE1d, 2a, 3b, 7e, 7g

Knowledge/
Understanding

Communication

Application

Locate ancient civilizations on a map.

Examine quotes from legal historical figures.

Research contributions of different groups to Canadian legal system.

Complete an organizer.

The Constitution of Canada

HTV.03, LIV.03, HT3.01, LI1.04, LI4.03, CGE2b, 2d, 7h

Knowledge/
Understanding

Communication

Application

Define what a constitution is.

Examine the continual evolution of the Canadian Constitution.

Examine the Canadian Constitution.

Role of Government, Courts, and individuals in making, interpreting and changing the law

HTV03, LIV.02, LIV.03, HT3.02, HT3.03, HT3.04, LI1.03, LI1.04, LI3.01, LI3.03, LI4.04CGE2b, 2d, 3b, 3c, 4a, 7e

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Examine reasons why laws change.

Propose a new law or change an existing one.

Study process of making a law.

Categories and Types of Laws

HTV.03, HT1.03, HT1.04, LI1.03, LI1.04, LI4.03, CGE2b, 2d, 7h

Knowledge/
Understanding

Communication

Examine classifications of law.

Examine different scenarios and determine if public/private law and which classification.

The Martian Constitution

LIV.03, LI4.01, LI4.02, LI4.05, CGE2b, 2d, 3f, 5a, 5e

Knowledge/
Understanding;

Thinking/Inquiry

Communication

Application

Design and present a new constitution.

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

Cluster

Expectations

Assessment

Focus

The Development of Rights and Freedoms in Canada

RFV.01, LIV.01, LIV.04, RF1.01, RF1.02, RF2.02, LI1.02, LI1.04, LI4.03, LI4.04

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Identify influences on development of human rights in Canada.

Explain key human rights concepts.

Evaluate contributions of individuals/groups to human rights.

The Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code

RFV.03, LIV.01, LIV.04, RF3.01, RF3.05, RF3.06, LI.03, LI.04, LI4.03

Knowledge/
Understanding

Thinking/Inquiry

Communication

Describe rights and freedoms in the Canadian Charter.

Explain protections provided by Ontario Human Rights Code.

Distinguish between protections offered by these two documents.

Rights and Freedoms - Conflict between, denial of, and limitations of

RFV.02, RFV.03, LIV.01, LIV.04, RF1.03, RF2.01, RF3.02, LI1.01, LI.1.03, LI1.04, LI4.02

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Analyse situations in which rights and freedoms may conflict.

Describe situations in which rights in Canada have been denied.

Analyse situations in which a right or freedom may be limited.

The Interpretation and Enforcement of Charter Rights and Freedoms

RFV.03, LIV.04, RF3.03, RF3.04, LI1.04, LI4.03, LI4.04

Knowledge/
Understanding

Communication

Explain how human rights legislation and the courts attempt to balance minority and majority rights.

Explain the role of the judiciary in interpreting the Charter and the role of the government in enforcing Charter rights.

Human Rights Violations

RFV.03, LIV.04, RF3.07, LI1.04, LI4.02, LI4.03

Thinking/Inquiry

Communication

Application

Describe procedures for hearing complaints about human rights violations.

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

Cluster

Expectations

Assessment

Focus

The Definition of Crime

CLV.01, CLV.03, CL1.01, CL1.02, LI1.01, LI1.03, LI1.04, LI4.03, CGE2b, 2d, 3b, 7h

Knowledge/
Understanding

Communication

Develop a definition for crime.

Use examples to apply their understanding of types of crime and conditions for a crime as well as conviction in court.

The Law and Young People

CLV.05, CL5.01, CL5.02, CL5.03, LI2.01, LI3.01, LI3.03, LI4.02, LI4.03, CGE 2b, 2d, 3c, 4f, 5e

Knowledge/
Understanding

Thinking/Inquiry

Communication

Prepare a set of rights for young people. Compare the YOA with the Juvenile Delinquents Act.

Use surveys in the school to prepare recommendations to a Parliamentary Committee

Arrest and Pre-Trial Process

CLV.02, CL2.01, CL2.02, CL2.03, LI1.01. LI1.04, CGE2b, 2d, 4f, 7h

Knowledge/
Understanding

Application

Students research and present short role-plays on pre-trial procedure.
Prepare a PMI summarizing their learning.

The Court System and Trial Process

CLV.03, CL3.01, CL3.02, CL3.03, CL3.04, LI1.02, LI3.03, LI4.02, LI4.03, LI4.06, CGE 2b, 2c, 5b, 5g, 7h

Knowledge/
Understanding

Thinking/Inquiry

Application

Investigate Canadian trial procedure.

Create a poster visually displaying the jobs layout of the court.

Evaluate the role of the jury system.

Sentencing and Prisons

CLV.04, CL4.01, CL4.02, CL4.03, CL4.04, LI2.01, LI3.03, LI4.01, LI4.03, CGE 2b, 2d, 3c, 4f, 7h

Knowledge/
Understanding

Application

Brainstorm purposes of sentencing.

Prepare short oral reports on the various types of sentences and programs.

Prepare a visitor’s pamphlet for a model.

Mock Trial

HTV.03, CLV.02, CLV.03, CLV. 04, CLV. 05, LIV.01, LIV.02, LIV.03, LIV.04, CL1.01, CL1.03, CL2. 01, CL3.01, CL3.02, CL3.03, CL3.04, CL4.02, CL4.03, CL5.03, LI1.02, LI1.03, LI1.04, LI2.01, LI2.02, LI2.04, LI4.01, LI4.02, LI4.03, LI4.04, LI4.05, LI4.06

Knowledge/
Understanding

Thinking/Inquiry

Application

Students research and role-play a case in Canadian criminal law.

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

Cluster	Expectations	Assessment	Focus
1	RDV.01, RD1.01, RD1.02, LI1.01, LI1.03, LI1.04, CGE 2b, 2d, 5g	Knowledge/ Understanding Thinking/Inquiry Communication Application	Differences between Civil and Criminal Law
2	RDV.02, RD2.01, RD2.01, RD2.03, LI1.02, LI4.01, LI4.03, LI4.06, CGE 2b, 2c, 2d	Knowledge/ Understanding Thinking/Inquiry Communication Application	Civil Procedure
3	RDV.03, RD3.01, RD3.02, RD3.03, RD3.04, RD3.05, LI1.03, LI3.01, LI3.03, LI4.03, LI4.06, CGE1b, 1d, 1i, 2b, 2d, 3d, 6c, 7a	Knowledge/ Understanding Thinking/Inquiry Communication Application	Marriage, Separation, and Divorce
4	RDV.04, RD4.01, RD4.02. RD4.03, RD4.04, LI1.02, LI2.01, LI2.03, LI4.03, LI4.06, CGE 1d, 2a, 2c, 3b, 3d, 4f, 5g, 7a, 7h	Knowledge/ Understanding Thinking/Inquiry Communication Application	Civil Wrongs and Remedies

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.

Acknowledgments

Course Description

How This Course Supports the Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Heritage

Unit 2: Rights and Freedoms

Unit 3: Criminal Law and Procedures

Unit 4: Regulation and Dispute Resolution

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

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