Page 458 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
C1. Human Rights: explain the legal significance of the Canadian Bill of Rights, the Ontario Human Rights Code, the Canadian Charter of Rights and Freedoms (the Charter), and the Canadian Human Rights Act (FOCUS ON: Legal Significance)
C2. Development of Human Rights Law: analyse how various factors have influenced and continue to influence the development of human rights law in Ontario and Canada (FOCUS ON: Continuity and Change)
C3. Protecting Rights and Freedoms: analyse the relationship between the formal, legal recognition of rights and freedoms in Canada and how those rights are interpreted and protected in practice (FOCUS ON: Legal Significance; Interrelationships; Legal Perspective)
C4. Legal Limitations of Human Rights: analyse situations in which it may be appropriate to limit rights and freedoms, and explain the arguments for and against such limitations (FOCUS ON: Legal Significance; Legal Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Human Rights
FOCUS ON: Legal Significance
By the end of this course, students will:
C1.1 identify the protections provided by the Charter and provincial and federal human rights codes (e.g., Charter: protections related to freedom of religion, freedom of expression, mobility rights, equality rights, democratic rights; human rights codes: protections related to prohibited grounds of discrimination in workplaces, by organizations, and between individuals) and explain their significance
Sample questions: “Which Charter right ensures that Canadians have the opportunity to participate in regular elections?” “What
are the prohibited grounds of discrimination identified in the Ontario Human Rights Code?”
C1.2 describe historical and contemporary barriers to the equal enjoyment of human rights in Canada (e.g., unequal access to voting rights; discrimination based on the grounds of race, gender, gender identity; geographic isolation; unequal access to education; residential schools; the Indian Act) and the laws intended to help people overcome such barriers (e.g., the Canadian
Bill of Rights, the Ontario Human Rights Code, the Canadian Human Rights Act)
Sample questions: “What legal remedies are available to help members of groups who face barriers to employment or career advancement (e.g., women, people with disabilities, LGBT persons, single parents, racial/ethnic minorities)? How have some laws addressed these barriers? What are some ways in which these laws may need to be strengthened?” “What are some legal actions that have been taken in Canada to respond to ethnically motivated hate crimes (e.g., crimes such as assaults on Asian Canadian anglers, James Keegstra’s denial of the Holocaust)? In the Keegstra case, what competing rights were involved?”
C1.3 describe the legal instruments and procedures available for resolving complaints regarding human rights violations under the Ontario Human Rights Code, the Charter, and the Canadian Human Rights Act (e.g., tribunals, commissions, Charter challenges, government acknowledgement or apology, compensation)
Sample questions: “What aspect of human rights was addressed in the Oakes case (1986)? What impact did the Supreme Court of Canada decision in that case have on Canadian law relating to subsequent Charter challenges to human rights violations?”
C. RIGHTS AND FREEDOMS OVERALL EXPECTATIONS
By the end of this course, students will:
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