RICHVIEW COLLEGIATE INSTITUTE



RICHVIEW COLLEGIATE INSTITUTE

|PROGRAM AREA: Canadian and World Studies |COURSE NAME: Canadian and International Law |

|COURSE CODE: CLN 4U1 |GRADE/LEVEL: 12 |

|TEACHER: Mrs. Striftobolas |CREDIT VALUE: One |

Cost of Textbook/Equipment Replacement: $95.00 (If lost or damaged) Additional Course Costs: None

Textbooks(s)/Resources: Canadian and International Law - Understanding the Law, (2nd Edition)

COURSE DESCRIPTION:

This course examines elements of Canadian and international law in social, political, and global contents. Students will study the historical and philosophical sources of law and the principles and practices of international law and will learn to relate them to issues in our Canadian society and the wider world. Students will use critical-thinking and communication skills to analyze legal issues, conduct independent research, and present the results of their inquiries in a variety of ways.

Prerequisite: Any university or university/college preparation course in English, Canadian and world studies, or social sciences and humanities

CURRICULUM STRANDS (UNITS) and OVERALL EXPECTATIONS:

Unit 1: Heritage

• explain the historical and philosophical origins of law and their connection and relevance to a contemporary

society;

• evaluate different concepts, principles, philosophies, and theories of law;

• describe the relationship between law and societal values;

• assess the influence of individual and collective action on the evolution of law.

Unit 2: Rights and Freedoms

• describe the historical development of human rights legislation in Canada;

• explain the development of Constitutional law in Canada;

• explain the rights and responsibilities of individuals under the Canadian Charter of Rights and Freedoms;

• explain the roles of the legislature and the judiciary in defining, interpreting, & enforcing Charter rights in Canada;

• analyze the conflicts between minority and majority rights and responsibilities in a democratic society, and

examine the methods available to resolve these conflicts.

Unit 3: Criminal Law and Procedures

• analyze theories about criminal conduct and the nature of criminal behaviour, and explain what constitutes a crime

in Canadian law;

• analyze the Canadian criminal trial process;

• compare the competing concepts of justice as they apply to the criminal justice system.

CURRICULUM STRANDS (UNITS) and OVERALL EXPECTATIONS: (continued)

Unit 4: Regulation and Dispute Resolution

• evaluate the effectiveness of governments, courts, and individual and collective action in protecting the

environment;

• analyze the legal process, legal systems, and sanctions used to protect the rights of the employer and the

employees in the workplace;

• explain the major concepts, principles, and purposes of international law;

• evaluate the effectiveness of international laws, treaties, and agreements in resolving conflicts of a global nature;

• explain the factors that make interpreting, and enforcing law on a global scale a complex and difficult process.

Unit 5: Methods of Legal Inquiry and Communication/ ISU

• use appropriate research methods to gather, organize, evaluate, and synthesize information;

• apply the steps in the process of legal interpretation and analysis;

• explain, discuss, and interpret legal issues using a variety of formats and forms of communication.

ASSESSMENT AND EVALUATION

Assessment and Evaluation are based on the expectations and levels of achievement outlined in the provincial

curriculum document for each subject. A wide range of assessment and evaluation opportunities allows students to

demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on

the Provincial Report Card. A final mark will be calculated using the following categories or strands:

70% Course Evaluation (based on the following % breakdown of categories/strands):

All four achievement categories/strands do not need to be evaluated in each evaluation task.

|Communication |Knowledge/Understanding |Thinking and Inquiry |Application/Making |

|(25%) |(25%) |(25%) |Connections (25%) |

|Electronic Research |Conferencing |Assignments |Group Planning |

|Interviews |Critiques |Formal Case Study |Formal In-Class Presentation |

|Quiz |Documentaries |In-Class Presentation |Problem Solving |

|Unit Testing |Electronic Research |Projects |Role Playing |

|Vocabulary Testing |Formal Case Study |Mock Trial |Strategic Planning |

| |Newspapers & Magazines | |Training Process Plan |

| |Print Resources | | |

| |Problem Solving Assignment | | |

| |Projects | | |

30% Final Evaluation (based on the above % breakdown of categories/strands):

Components of Summative Evaluation: 1. Formal Case Study Research Paper/Essay

2. Formal In-Class Presentation

** A detailed explanation of the culminating activities will be distributed to students at a later date**

Learning Skills: The report card provides a record of the learning skills, demonstrated by the student in every course in the following six categories: Responsibility, Independent Work, Initiative, Organization, Collaboration, Self-Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). Please refer to the Student Agenda Planner for details regarding the Achievement Chart and Learning Skills.

|It is Imperative that all students adhere to “Richview’s Evaluation Policy” regarding their |

|70% Term Work and 30% Culminating Activities. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download