Page 468 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, Workplace Preparation
A1. The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of legal thinking when investigating legal issues in Canada;
A2. Developing Transferable Skills: apply in everyday contexts skills developed through the study of law, and identify careers in which a background in law might be an asset.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
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OVERALL EXPECTATIONS Throughout this course, students will:
SPECIFIC EXPECTATIONS
A1. The Inquiry Process in Legal Studies
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into legal issues in Canada (e.g., factual questions: What are my legal rights and responsibilities in Canada?; comparative questions: What are the differences between arbitration and mediation?; causal questions: What are some ways in which the law affects my daily activities?)
A1.2 select and organize relevant evidence and information from primary and secondary sources (e.g., primary: case law, legislation; secondary: textbooks, websites)
A1.3 assess the credibility of sources relevant to their investigations (e.g., establish criteria to help determine the reliability, accuracy, and relevance of information; compare how the evidence is constructed or presented in different sources; consider the influence of factors such as bias, audience, purpose, context, and values)
Sample questions: “When might you rely on
a newspaper article about a trial as a source
of information, and when would you need to consult the court transcript of the trial? Why?”
A1.4 interpret and analyse legal issues, using evidence and information relevant to their investigations and a variety of tools and strategies and taking into account relevant ethical and equity concerns
A1.5 use the concepts of legal thinking (i.e., legal significance, continuity and change, interrela- tionships, and legal perspective) when analysing,
evaluating evidence about, and formulating conclusions and/or judgements regarding legal issues (e.g., consider the concept of legal significance when determining the legal difference between paying rent as individual renters and paying collectively, as a group, when several people rent accommodation in the same house; take the concept of continuity and change into account when ana- lysing the possible impact of the legalization of marijuana on Canadian society; use the concept
of interrelationships when analysing how police procedures for handling evidence might affect the outcome of a trial in court; use the concept of legal perspective when analysing why some of the justices on the Supreme Court have written a dissenting opinion that disagrees with the Court’s majority ruling on a case)
Sample questions: “Which concepts of legal thinking might be most relevant to your investigation into why a judge has imposed
a publication ban on information relating to
a case before the courts? Why?” “Why is it important to consider the concept of legal significance when analysing the impact of the decision to recognize ‘battered wife syndrome’ as a legal defence?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the legal issues they are investigating
Sample question: “What are the key concerns that are raised in the debate about legalizing assisted suicide?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a mock trial based on an actual human rights
A. THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES