Page 487 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

discrimination based on class, race, gender, gender identity, and/or ability; barriers resulting from poverty or regional disparity; lack of access to legal representation)
Sample questions: “Why might the Accessibility for Ontarians with Disabilities Act be seen as
a turning point in Ontario human rights law? Has this act been effective in ensuring access- ibility for Ontarians with disabilities with respect to goods, services, facilities, accommodation, employment, buildings, structures, and premises? Are there still other barriers that need to be addressed?”
C2.3 analyse various issues associated with addressing human rights violations, with reference to specific past and/or present examples of violations in Canada and around the world (e.g., slavery in the United States; Chinese Head Taxes and the Chinese Exclusion Act, 1923, in Canada; the Holodomor; the Nuremburg Laws in Germany; the Holocaust; the internment of Japanese Canadians during World War II; Native residential schools in Canada; apartheid in South Africa; forced evictions from Africville, in Nova Scotia; ethnic cleansing in the former Yugoslavia)
Sample question: “Do current governments have a legal obligation to redress or apologize for past actions of former governments?”
C2.4 analyse the contributions of various individ- uals and groups to strengthening protection for human rights in Canada and internationally (e.g., Emily Murphy, Lady Aberdeen, Alan Borovoy, Stephen Lewis, Nelson Mandela, the Dalai Lama, Mohandas Ghandi, Rosalie Abella, Viola Desmond, Louise Arbour, Michaëlle Jean; Doctors Without Borders, Me to We, Amnesty International, Human Rights Watch, Oxfam, Egale Canada, Advocacy Resource Centre for
the Handicapped [ARCH])
Sample question: “What are some changes to human rights law, in Canada or internationally, that have resulted from the work of Canadian individuals and/or groups?”
C3. Protection of Human Rights and Freedoms
FOCUS ON: Legal Significance; Interrelationships; Legal Perspective
By the end of this course, students will:
C3.1 explain the role of Parliament in creating the Canadian Charter of Rights and Freedoms,
and the role of the judiciary in interpreting and enforcing the Charter’s provisions
Sample questions: “How might rights and freedoms in the Charter compete with one another? What is the role of the courts in balancing competing rights and freedoms?”
C3.2 compare from a legal perspective various ways in which people living in Canada can act to protect their rights (e.g., through complaints to the ombudsman, litigation before courts or tribunals, petitions, voting, pressure groups, media campaigns)
C3.3 explain from a legal perspective (e.g., with reference to Charter sections 1 and 33) why it may or may not be justifiable to limit individual or collective rights and freedoms in some situations (e.g., in R. v. Keegstra, 1990; R. v. Oakes, 1986; Ford v. Quebec [Attorney General], 1988; refugee claims; border security checks)
Sample questions: “Why might a judge issue
a publication ban? Is such a ban a limit on freedom of the press? If so, do you think the limitation is reasonable in some cases? Why or why not?” “Under what circumstances might it be legally justifiable to search students before allowing them entry into a school sports event or a school dance?”
C3.4 compare the roles of different branches of government (including both the legislative and judicial branches) in creating legislation that affects human rights and in interpreting and enforcing its provisions in various countries (e.g., counter-terrorism legislation in the United Kingdom, United States, and Canada; immigration and refugee laws in Australia, Canada, and France; legal protections for minority and cultural groups in various countries)
C4. Contemporary Issues
FOCUS ON: Legal Perspective
By the end of this course, students will:
C4.1 analyse from a legal perspective contemporary circumstances in which individual or group rights and freedoms are threatened (e.g., loss of autonomy due to globalization, loss of privacy or intellectual property rights due to cybercrime) or limited (e.g., by imposition of travel security checks or environmental protection laws)
C4.2 compare from a legal perspective the rights and protections (e.g., protections related to workplace safety, pay equity, unionization) for
RIGHTS AND FREEDOMS
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Canadian and International Law
CLN4U