Page 483 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

would it be appropriate to apply the concept of legal perspective when investigating how environmental laws balance various competing interests in matters related to resource extraction and/or use?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating
Sample question: “What are the key factors that had a bearing on the decision in the case of Rasouli v. Sunnybrook Health Sciences Centre (2013)?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., an essay on the impact of key changes to human rights law in Canada or another country; a mock trial involving an issue that might come before the International Criminal Court; a debate that addresses competing interests and issues relating to laws regulating the transportation of hazardous materials; a graphic organizer that highlights the principles and goals of the Canadian justice system, showing which ones have changed and which have remained constant; a seminar on the pros and cons of different systems of justice)
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to acknow- ledge different types of sources (e.g., legal references [case law, legislation], websites, blogs, books, journals, articles, oral evidence/interviews, archival sources)
A1.9 use terminology appropriate to the audience and purpose when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to the law and legal processes)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which investigations related to law can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., graphing, oral communication, technological, numeracy, literacy, decision-making skills), that can be transferred to postsecondary opportun- ities, the world of work, and everyday life
A2.2 apply in everyday contexts skills and work habits developed through and relevant to the study of law (e.g., critical-thinking skills used to evaluate the validity of arguments, reasoning skills used to draw inferences from evidence, oral communication skills)
A2.3 use the concepts of legal thinking when analysing current events related to legal issues in order to enhance their understanding of these events and their role as informed citizens (e.g., to identify competing rights of stakeholders in current controversial issues; to understand rulings related to due process and the admissibility of evidence in trials)
A2.4 identify careers in which a law background might be useful (e.g., business owner, non- governmental organization staff member, lawyer, negotiator, mediator, diplomat)
THE INQUIRY PROCESS AND SKILL DEVELOPMENT IN LEGAL STUDIES
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Canadian and International Law
CLN4U