Page 492 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
borders (e.g., cooperation: extradition treaties and agreements; non-cooperation: bars to extradition – as in United States v. Burns, 2001; UN Security Council vetoes)
Sample question: “Should the Canadian government agree to extradite people living
in Canada who are accused of a capital offence to countries that impose the death penalty?”
E1.6 analysetherelationshipbetweentheprinciples and purposes of sentencing (e.g., principles of parity, proportionality) and the penalties imposed in the criminal justice systems of various coun- tries (e.g., capital punishment, corporal punishment, incarceration, restorative justice)
E2. Environmental Protection
FOCUS ON: Continuity and Change; Legal Perspective
By the end of this course, students will:
E2.1 explain the purposes of environmental protection laws (e.g., to reduce and/or counter the negative effects of human activity on the natural environment) and some of the considerations influencing how such laws are framed (e.g., considerations related to national sovereignty, legal reciprocity, sustainable development, polluter pays, intergenerational equity)
Sample questions: “Why was Ontario’s Environmental Bill of Rights (1993) considered groundbreaking in terms of environmental law?” “Should Canada amend the Constitution to guarantee the right to clean air and water for its citizens? Why or why not?”
E2.2 describe from a legal perspective the role of various individuals and groups in developing and enforcing environmental protection laws (e.g., the role of: Maude Barlow and the Council of Canadians in achieving recognition of access to clean water as a human right by the United Nations; Environmental Defence in securing the banning of bisphenol A [BPA] from baby bottles; the Sierra Club in the protection of wild places around the
world; First Nations, Métis, and Inuit groups in strengthening requirements for environmental assessments)
E2.3 analyse from a legal perspective the strengths and weaknesses of international laws to protect key natural resources held in common around the world (e.g., water, air, fish)
E2.4 assess the validity of reasons put forward by various stakeholders for opposing various environmental protection agreements (e.g.,
claims that such laws are unnecessary, ineffective, unenforceable, not economically viable, unfair to certain groups or interests)
E2.5 describe the purpose and actual or potential effects of various single-country and multilat- eral/international environmental protection agreements (e.g., single-country agreements: Environmental Protection Act [Canada, 1990], Transportation of Dangerous Goods Act [Canada, 1992], granting of“personhood”status to the Whanganui River [New Zealand, 2012]; multilat- eral/international agreements: Convention on International Trade in Endangered Species of Wild Flora and Fauna, 1973; Montreal Protocol on Substances that Deplete the Ozone Layer, 1989; Canada-U.S. Air Quality Agreement, 1991; United Nations Framework Convention on Climate Change, 1992; Kyoto Protocol, 1997; European Union Emissions Trading System, 2005; Copenhagen Accord, 2009; Aichi Biodiversity Targets, 2011)
Sample question: “To what degree have the following environmental protection agreements succeeded in their aims: the Montreal Protocol, the Canada-U.S. Air Quality Agreement, the Kyoto Protocol, the EU Emissions Trading System?”
E3. Workplace Legal Issues
FOCUS ON: Legal Significance; Interrelationships
By the end of this course, students will:
E3.1 explain the role of governments, in Canada and internationally, in developing laws relating to labour and the workplace, and identify key components of existing laws (e.g., Canada Labour Code, Employment Standards Act [Ontario], Working Time Directive [European Union, 2003], Taft-Hartley Act [United States, 1947])
Sample question: “What are the differences between a pay equity violation and an employ- ment equity violation?”
E3.2 analyse and describe the relationships between the key parties affected by laws regarding behaviour and standards in the workplace,
in Canada and internationally (e.g., employees, managers, employers, unions, corporations, governments)
Sample question: “What actions did the corporate community and the Bangladeshi and other governments take following the disaster at Rana Plaza in 2013?”
E3.3 explain the legal issues raised by various violations of Canadian and/or international
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