Understanding Canadian LawUnderstanding Canadian Law …schools.yrdsb.ca/markville.ss/mm/oise2005/CLU3E Heritage Unit Plan.… · Understanding Canadian LawUnderstanding Canadian

CLU3E Heritage Unit - 1

Understanding Canadian LawUnderstanding Canadian LawUnderstanding Canadian LawUnderstanding Canadian Law

CLU3E

Grade 11

Workplace Preparation

Steven Burke, Brenda Celi and Claudia Fasciano

Wednesday, January 30, 2008


HERITAGE UNIT HERITAGE UNIT HERITAGE UNIT HERITAGE UNIT Understanding Canadian Law - CLU3M

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS SUMMATIVE ASSESSMENT PLAN (SAP) …………………………………………………… 3 to 5 UNIT OVERVIEW …………………………………………………………………………………….… 6

INSTRUCTIONAL ORGANIZER ………………………………………………............................… 7

LESSON PLANS

WHAT IS LAW? PAGES Lesson 1 – Introduction to Law ………………………………………………………… 8 to 13 Lesson 2 – Understanding Laws as Formal Rules ………………………………….. 14 to 17 Lesson 3 – Law and Society …………………………………………………………….. 18 to 22 LAW & SOCIETY Lesson 4 – Law in Our Everyday Lives ……………………………………………….. 23 to 26 Lesson 5 – The Influence of Law ………………………………………………………. 27 to 29 A HISTORICAL LOOK AT LAW Lesson 6 – Origins of Law ………………………………………………………………. 30 to 32 Lesson 7 – Historical Influences of Law and Codes ……………………………….. 33 CREATION OF LAWS Lesson 8 – Government and Law ……………………………………………………… 34 Lesson 9 – Creating Laws ……………………………………………………………….. 35 Lesson 10 – Passing Laws ………………………………………………………...……. 36 to 38 LOBBY GROUPS Lesson 11 – The Role of Lobby Groups ……………………………………….……… 39 to 43 Lesson 12 – Lobby Groups and Lawmaking ………………………………………… 44 to 47 CATEGORIES OF LAW Lesson 13 – Exploring Different Categories of Law ………………………...……… 48 to 50 Lesson 14 – Taxonomy of Law …………………………………………………...…….. 51 to 52 Lesson 15 – Relationships among Categories of Law …………………………...… 53 to 55 MAJOR ASSESSMENT TASK …………………………………………………………… 56 to 59 STATEMENT OF THE DESIGN PROCESS ………………………………………….… 60 to 61 DESIGNING DOWN PROCESS TEMPLATES …………………………………………. 62 to 68 TEACHER RESOURCE …………………………………………………………………… 69


SUMMATIVE ASSESSMENT PLAN (SAP)SUMMATIVE ASSESSMENT PLAN (SAP)SUMMATIVE ASSESSMENT PLAN (SAP)SUMMATIVE ASSESSMENT PLAN (SAP)

COURSE TITLE Understanding Canadian Law

COURSE CODE CLU3E

GRADE: 11

DESTINATION: Workplace Preparation

ENDURING UNDERSTANDINGS 1. What is the need for law? 2. How is law developed? 3. How can we categorize law?

ESTABLISHED GOALS

1. Understand the purpose of rules and laws in society 2. Explain the origins of law and its current development. 3. Describe how various social forces drive the creation and development of laws. 4. Identify and distinguish between the various categories of law.

CODED EXPECTATIONS OVERALL EXPECATIONS

HTV.01 explain why we need laws;

HTV.02 describe the historical development of Canadian law;

HTV.03 distinguish among the various types and categories of law.

SPECIFIC EXPECTATIONS

The Need for Law

HT1.01 explain the difference between laws and rules;

HT1.02 describe the connection between religion, morality, and law;

HT1.03 explain the purpose of law in our community.

The Development of Law

HT2.01 summarize the sources of our body of law (e.g., the Code of Hammurabi, Mosaic law, Roman law, English common law);

HT2.02 explain the meaning of the term the rule of law;

HT2.03 explain how statutes are developed and passed into law;

HT2.04 analyse the contributions of individuals and groups who have influenced the making of new laws or the modification of old laws by governments in democracies that change laws.

Categories of Law

HT3.01 explain the difference between civil and criminal law;

HT3.02 compare common law and statute law;

HT3.03 identify the traditional categories of law (e.g., family, tort, contract, criminal).

Source: www.curriculum.org/csc/library/profiles/11/pdf/CLU3E.pdf


SUMMATIVE ASSESSMENT



SUMMATIVE ASSESSMENT TASKS

TASKS

TASKS

TASKS

Lesson #

Title

Title of Task

Brief Description of Task

Enduring

Understanding

Being Addressed

List Types of

Form

ative

Assessments or

Scaffolding

Required

1

Introduction to Law

1)

Law Around You Bingo

2)

What do you know about Canadian Law?

3)

Graffiti Sheet

4)

Paper Clip G

ame

5)

Define Law

1)

Class Icebreaker

2)

Individual Worksheet

3)

Brainstorm

ing

4)

Teacher directed group Activity

5)

Think – Pair – Share

What is the need for

law?

� Diagnostic

2

Understanding Laws

as Form

al Rules

1)

Canadian Law Pictionary

2)

Image of Law - Lady Justice

3)

Class Discussion

4)

Evaluate School Code of Conduct

1)

Class game

2)

Guided class discussion

3)

Whole group

4)

Individual


law?

� Form

ative

3

Law and Society

1)

What is Law For?

2)

Survivor Grade 11 Law Edition

1)

Individual response to questions

followed by group discussion

2)

Group Assignment


law?

� Form

ative

� Summative

4

Law In Our Everyday

Lives

1)

Recall Prior Learning

2)

Class Brainstorm

ing Activity

3)

Typical Daily Activities

1)

Three levels of Government

2)

Typical daily activities

3)



law?

� Form

ative

5

The Influence of Law

1)

Recall

2)

Legal Research

3)

Paper Bag Chronicles

�(Alternative Activity)

1)


2)

Kinds of law that appertain

3)

Reinforcing connections between

activities and types of law


law?

� Form

ative

� Summative

6

Origins of Law

1)

Tim

eline

2)

Find the O

rigin of Law on the W

orld M

ap

3)

Evolution of Law – W

orksheet

1)

Group work

2)

Partners

3)

Individual worksheet

How is law developed?

� Diagnostic

7

Historical Influences

of Law and Codes

1)

Who or What Am I – G

ame

1)

Individual, Partners & W

hole Class


� Self

Assessment

(# of cards won)


8

Government and Law

1)

What is the O

rder? G

ame

2)

Mock Parliament

1)

Whole Class

2)

Small Group


� Form

ative

9

Creating Laws

1)

Matching

2)

Mock Parliament

1)

Whole Class

2)

Small Group


�

Self / Peer

Assessment

10

Passing Laws

1)

Mock Parliament

1)

Small Group


� Summative

11

The Role of Lobby

Groups

1)

Lobbyists’ Code of Conduct

1)

Understanding the concept of

lobbying


� Form

ative

12

Lobby Groups and

Lawmaking

1)

Recall

2)

Legal Research

3)

Memory G

ame

1)

Role of lobbying

2)

Research about Lobby G

roups

3)

Using m

emory aids to remember

inform

ation


� Form

ative

13

Exploring Different

Categories of Law

1)

Classification Activity

2)

Background Learning

1)

What we classify

2)

Differences between and among

sources and types of law

How can we categorize

laws?

� Form

ative

14

Taxonomy of Law

1)

Recall

2)

Category Hangman

3)

Types of Law

1)

Purpose for organizing

2)

Reinforce understanding of

categories of law

3)

Define types of law


laws?

� Form

ative

15

Relationships Among

the Categories of Law

1)

Recall

2)

Identify the Type of Law

3)

Concentration G

ame

1)

Reinforce learning

2)

Application of knowledge

3)

Create game


laws?

� Form

ative

� Summative

16 to 18

MAJOR ASSESSMENT TASK – Heritage of Law Board Game Design

19 & 20

HERITAGE OF LAW GAME BOARD TOURNAMENT – Peer Evaluations


UNIT OVERVIEWUNIT OVERVIEWUNIT OVERVIEWUNIT OVERVIEW HERITAGE – Understanding Canadian Law

Explanation about the location of the unit within the course: The Heritage Unit serves as an introduction to the grade 11, Understanding Canadian Law Workplace Preparation course. As the first unit in this course, it is important that students get a sense of the nature of the study of law, to develop an understanding the moves beyond simply knowledge of content. The unit introduces students to the discipline and terminology of the study of law. It represents the cornerstone for the rest of the study in the course. Description of the purpose and content of the unit, focusing on the rationale as to why the material in this unit is important: The intention for the unit is to introduce law as something less intimidating (more familiar), setting the tone for learning that reduces the stress associated with taking a course in law. In other words, we want to disarm the students, alleviating fears about the study of law. The unit is designed to pique student interest as it offers a glimpse at a number of topics that will emerge as the course progresses (rights, criminal law and procedures, regulation and dispute resolution in civil, family, contract and workplace issues). Further, it sets a routine for assessment and evaluation to be continued throughout the course. Finally, it provides students with an opportunity to take responsibility for learning and allows them to relate the topic to their own experience in an environment that promotes success. This unit is fun, because its central theme is the game of life. Rules play a critical role in our society. For society to function there must be rules or instructions as a framework for the institution. Rules establish the framework for the institution that is “social structure”. There are essential similarities between games (as we commonly know them) and our legal system. There must be instructions, a “playing field” or delineated gaming area, players, rules and rewards. This translates into: social mores, jurisdiction, persons, laws, and freedoms (well, in many senses of the word). Thus, students learn the language of law as they come to understand, appreciate, and respect the rule of law and the purpose and function of the Canadian legal system. It provides the foundation for future studies in law. Furthermore, the knowledge and skills gained in this unit will assist students in becoming productive, informed and law-abiding citizens.


INSTRUCTIONAL ORGANIZERINSTRUCTIONAL ORGANIZERINSTRUCTIONAL ORGANIZERINSTRUCTIONAL ORGANIZER Lesson, Formative & Summative Assessments

Monday Tuesday Wednesday Thursday Friday

Week 1

1 Introduction to Law

� Introductory Diagnostics Activities & Worksheets

2

Understanding Laws as Formal

Rules

� School Code of Conduct Assignment (formative)

3 Law and Society

� What is the

Law For? (formative)

� Survivor Grade 11 Law Edition (summative)

4

Law in Our Everyday Lives

� Typical Daily

Activities (formative)

5

The Influence of Law

� Paper Bag Chronicles (formative)

� Legal Research (summative)

Week 2

6

Origin of Law

� Timeline Evolution of Law

Diagnostics Worksheets

7 Historical Influences of Law and Codes

� Who/What Am I (Student Self Assessment)

8 Government and

Law

� Mock Parliament – To pass a law (Formative)

9

Creating Laws � Mock Parliament

– To pass a law (Self / Peer Assessment)

10

Passing Laws

� Mock Parliament – To pass a law (Summative)

Week 3

11

Lobby Groups Part 1

� Lobbyists’

Code of Conduct questions (formative)

12

Lobby Groups Part 2

� Memory Game

(formative)

13 Categories of Law

Part 1 � Classification

Activity (formative)


Part 2

� Category Hangman (formative)


Part 3

� Identify type of law (formative)

� Concentration card game (summative)

Week 4

16

Major Assessment

Task (Work Period) Board Game

Design

17

Major Assessment


Design

18

Major Assessment


Design

19 Heritage of Law Board Game

TOURNAMENT

20 Heritage of Law Board Game

TOURNAMENT


What is Law? ENDURING UNDERSTANDINGS � What is the need for law? ESTABLISHED GOALS � Understand the purpose of rules and laws in society.

LESSON 1 - Introduction to Law

This is the first lesson that introduces students to the study of law. It serves to outline key concepts to be addressed in the unit as well as providing an assessment of prior knowledge. Student will be given the opportunity to discuss ideas about laws and their purpose. Group activities are also intended to create a comfortable, collegial atmosphere between members of the class.

Lesson Objectives

Students will be able to: 1. Identify three components of good rules (law): Purpose, Notice, Consistency and Fair

Application. 2. Equate the lack of good rules with feelings of confusion, frustration and anger. 3. Recognize the need for good rules to achieve order and a goal. 4. Students will be able to explain why we have laws and their importance. 5. Students will be able to write a definition of what law means.

Overview of Activities & Strategies

Law Around You Bingo (10 minutes) Give each player a copy of the “Law Around You” bingo card and get them to go around asking the other players if they match any of the details on the squares. If a player does they have to sign their name in that square/s (For example, one square can be, "Has been in a court room," another can be, "Watches Law & Order"). Give players a time limit. The winner is the first person who gets a row or at the end has most names.

What Do Your Know About Canadian Law? (10 minutes) Students are given a list of statements pertaining to the Canadian Legal System and must determine whether they are true or false. The student with the most correct responses gets a prize. Graffiti Sheets (20 minutes)

1. Teacher outlines the DOVE rules of brainstorming and why they are used through the aid of a transparency.

2. Students are put in teams of three or four. Each member of one team has a marker of the same colour for tracking each group’s contributions. Each team has one large piece of chart paper to use as a graffiti sheet.

3. Teacher presents focus questions to the group. Concepts represented in these

Lessons

1 – 2 – 3


questions could include: What is Law? How do laws differ from rules? What are the components of good rules? What is the function of law in society? What happens when laws are broken?

4. Students work in small groups brainstorming answers to the focus questions provided by the teacher. The information is recorded in the form of graffiti on the paper provided. After a given period of time, they move from one focus question to the next and add to the graffiti from the last group.

5. Continue to rotate until all teams added to each sheets. 6. At the end of the graffiti session groups return to their original station and organize the

graffiti for presentation to the class. Each group selects a reporter. 7. Share this information with other groups by having a “galley walk” to quickly look at the

different posted sheets, then give a brief oral presentation. Paper Clip Game (15 minutes) This game serves as a good device for discussing the need for and importance of rules in society. It acts as a springboard for developing a working definition of law and understanding the importance of law. It serves to overcome an often negative perception of law.

1. Divide the class into rows, making sure that one row has more students and that one row has more boys (or girls).

2. Give each student in the front row five paper clips. Then tell them to begin. (Students will exhibit confusion, not knowing what to do. Eventually someone will start doing something)

3. After a period of time, stop the game. Tell them they may pass one clip at a time. The object is to pass the clips backwards and then forwards and the first row to finish wins. Start them over again.

4. After a period of time, stop the game. Tell them the paper clips must be passed back over the left and passed forward over the right. Start them over.

5. After a brief period, stop the game. Explain that there are too many people in one row and they should have twice as many paper clips to pass and that there are more girls in one row, so they should have less paper clips to pass. After making these adjustments, start the game over again.

6. Allow the game to now proceed to the end and debrief the students on their feelings and observations. List the student generated response on the board.

Class Discussion (10 minutes) Subsequent discussion of student responses should be related to society's need for rules of conduct, their purpose, their consistency and their fair application in order to avoid confusion and frustration and achieve goals. Think Pair Share - Wrap Up (10 minutes) Have students write down a definition of what a law is on a piece of paper.

• Pair students and have them come up with a definition using both of their own.

• Have each pair share their definition and write it down.

• Discuss each and come up with a group definition of what the law means.

Homework - Law Textbook Scavenger Hunt Students complete a worksheet that is intended to have them familiarize themselves with various sections of their textbook.


Time

One class period (70 minutes)

Materials

• Law All Around You Bingo Sheets

• What Do You Know About Canadian Law? Worksheet

• Chart Paper

• Markers

• Paper Clips

• Textbook Scavenger Hunt Worksheet

• Prizes for game winners

Assessment

� Group Work � Diagnostic � Completion of Scavenger Hunt Worksheet


LAW�ALL�AROUND�YOU�

BINGOBINGOBINGOBINGO��Circulate among your classmates to complete this assignment. When you find someone who can answer “yes” to one of the squares, have that classmate sign his or her name in the appropriate square. Each person’s name may only appear once on your sheet. Try to get signatures in as many squares as possible.

B I N G O

Has been in a court room

Watches Law and Order: Criminal Intent

Has witnessed a car accident

Who is the main actress is in the movie Legally

Blonde?

What does “MADD” stand for?

Where are the Parliament

Building located?

Knows a Police Officer

Has been through a ride

check

Knows the course code of

grade 11 workplace law

Has visited a police station

What happened during the last episode of

Prison Break?

Name an actor with the last name “Law”

FREE SPACE

Where is the Supreme Court

of Canada located?

What is the movie

“Twelve Angry Men” is about?

Where is the nearest police station located?

Year Criminal Minds first aired

on TV

List three objects a police officer carries

Judge Judy’s full name

What is the speed limit in school zones

What does “CSI”

Stand for?

Title of a book dealing with law

Name the lead actor in the

movie “A Civil Action”

Can name an a recent court case that has received media attention

What is the legal blood alcohol

limit?


Are the following statements True or False? ___________ 1. Under Canadian criminal law you are always innocent until proven

guilty.

___________ 2. You must carry identification and identify yourself to the police upon arrest.

___________ 3. Teachers are allowed to use physical force to correct their students.

___________ 4. Parents are responsible for all torts committed by their children.

___________ 5. It is illegal for any company, financial institution, or prospective

employer to ask a person for his or her social insurance number as a form of identification.

___________ 6. In Canada it is possible to be tried for the same offence twice.

___________ 7. The Canadian Charter of Right and Freedoms outlines the rights of

government.

___________ 8. A person can refuse entry to a police officer who possesses a search warrant if the date on the warrant is not correct.

___________ 9. An arrested person has the right to name ONE phone call from the

police station.

___________ 10. A citizen’s arrest of an impaired driver is legal if done properly.

___________ 11. Doctor assisted suicide is legal in Canada.

___________ 12. To be charged with possession at least one ounce of the drug must be found.

___________ 13. Drunkenness is not a defence to a charge of sexual assault.

___________ 14. A person is a party to an offence if he or she does or fails to do

anything for the purpose of aiding any person to commit the office.


Grade 11 Workplace Law Answer the following questions in the space provided: 1. Where is the Table of Contents? __________________________ 2. What is contained in the Table of Contents? ______________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How many units are there in this text? List them in order.

_________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Which units are shortest? The longest? _________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Which unit interests you the most? Explain. ______________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Where is the Glossary located, and what is its purpose? ____________________________

__________________________________________________________________________________________________________________________________________________

7. Where is the Index located, and what is its purpose? _______________________________

__________________________________________________________________________________________________________________________________________________

8. Look through the text, find one example of an image or graph. Explain why it was included.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. What is the first case mentioned in the text? Explain what it is about. __________________

__________________________________________________________________________________________________________________________________________________ _________________________________________________________________________


LESSON 2 – Understanding Laws as Formal Rules

This lesson is intended to allow students to develop a deeper understanding of laws as formal rules. Students engage in an open-ended discussion about laws and their purpose.

Lesson Objectives

Students will be able to:

1. To recognize and question the values laws protect. 2. Identify laws in their everyday lives. 3. Recognize and question the need for laws. 4. Evaluate rules they are expected to follow.


Canadian Law Pictionary (10 minutes) In this game, players must convey words and phrases to their teammates by drawing images on paper.

1. Divide the class into two teams. 2. Have each team select their first representative to draw for their team. 3. Teams then take turns guessing a phrase, title, or thing related to law that one

teammate is to draw on chart paper with markers. There is to be no talking by the one who is drawing, nor inscription of letters, numbers, or symbols. However, if a team mentions a word that is part of the answer, the player at the sketch-pad may write it down.

4. Each team had one minute to figure out each puzzle, and each correct guess is worth 10 points. If the team cannot guess within the time limit, the opposing team has a chance to "steal" by providing an answer. If they give the correct answer, they were awarded the points; if not, no points are awarded.

Image of Law – Lady Justice (15 minutes) In this activity an image of Lady Justice is presented to students in order to initiate group brainstorm, followed by a class discussion.

1. Show students a picture of “Lady Justice” blindfolded, holding the scales with a sword in the other hand.

2. Ask students to tell you what they think it is and what it means. 3. Ask what rules they have in their own classroom or at home. Allow

all the students to give you at least one answer to write down. Answers will be: respect other students, raise your hands, keep your hands to yourself, listen to the teacher when they are talking, etc.

4. Ask why they think that the teacher or their parents have those rules. Answers will be: to keep students safe, so the teacher can teach, so the classroom isn’t noisy, so all students can talk and learn, etc.

5. Ask which of these rules protects their freedom and which keep order.


Class Discussion (25 minutes) Reintroduce laws as formal rules people make, then, ask what laws we have in society that everyone has to follow. Answers will be: don’t kill people, don’t steal, don’t hurt people, etc. • Ask them to pair off and create a list of examples of how people break the law. • Tell them they will have three minutes to come up with examples. • Ask students to share what they came up with and write this down. • Ask students to come up with the laws that each example has broken. Example: Killing

someone – The law is that killing someone is illegal and considered murder. • Ask students what would happen if we didn’t have these laws. Why would that be bad?

Write down the responses. • Ask students why it is still wrong if you don’t get caught. Allow students time to think about

this before you ask for answers.

Evaluation of School Code of Conduct (20 minutes) Write a one page evaluation of rules or policies as outlined in your school agenda. 1. Your evaluation must look at both the positive and negative sides of the policies in the

Agenda. 2. Your evaluation should include changes to the policies that you recommend. 3. You may set up your evaluation in chart form. Homework Complete Evaluation of School Code of Conduct assignment.

Time


Materials

• Cards with words or phases pertaining to law • Chart Paper • Transparency of “Lady Justice” image • Overhead projector

Assessment

� Informal during class discussion � School Code of Conduct Assignment


GAME CARDS

Police Badge

Police Cruiser

Gavel

Court House

Parliament

Criminal

Judge

Arrest

Prison

Investigation

Jury

Lawyer

Contract

Crown Attorney

Defendant

Evidence

Finger Print

1st degree murder

Theft

Handcuffs

Weapon



LESSON 3 – Law and Society

In this lesson students explore the functions of laws in relation to members of society.

Lesson Objectives

Students will be able to: 1. Recognize laws are an important part of all of our lives. 2. Recognize and question the need for laws in society. 3. Understand how laws increase an individual’s freedom in society.


What Is the Law For? (30 minutes) Students read an article provided and answer the accompanying questions. Ask students to share their responses to the questions from the article. Survivor Grade 11 Law Edition (40 minutes) Students are presented with a hypothetical situation in they are stranded on a desert island and must develop rules in order to survive.

Time


Materials

• What is the Law For? Worksheets

• Survivor Grade 11 Law Edition – Student Handout

• Chart paper

• 1 Bristol Board per group

• Markers

• Scissors

• Pencil crayons

• Glue

Assessment

� What is the Law For? Worksheets � Group Work - Self Evaluation � Peer Evaluation � Rubric Survivor Grade 11 Law Edition


Answer the following questions on a separate sheet of paper.

1. Why are laws necessary in Canadian Society? What is an example of law you consider to be unjust, and what would have to be changed before you would consider the law to be just?

2. How do laws increase an individual’s freedom in a society? 3. Is increased government intervention in the lives of Canadians taking away some

of the individual freedoms? What are some examples of increasing government intervention?

4. Do you agree with the statement that “any situation involving more than one

person needs rules and rules necessarily restrict the freedom of individuals”? Give an example to support your answer.


Your class was selected to go on a student exchange trip to Australia. On route to your destination, the plane was forced down. The only survivors of the crash were members of your law class and your teacher. The plane sank into a deep sea cavern so that there is no hope of radio signals to broadcast the crash location. You have managed to reach a deserted tropical island which appears to have the resources necessary to survive, but it is a part of the ocean that is not travelled, so the likelihood of rescue is very slim.

Questions:

1. Make a list of 10 things you would do to ensure your survival on the island during the first few hours upon arrival.

2. Beside the list you have just made rank them in order of importance (1 being most important and 10 being least important).

3. How would you select a leader? 4. What characteristics should the leader have? 5. What rules would you have? 6. How would you decided upon these rules? 7. How do you punish people that break the rules? 8. Could you survive without rules? Explain. 9. List any problems you can foresee in making your new society work effectively.

Assignment Requirements

A. Make sure your group hand in one copy of your group’s answers to the above 8 questions.

B. Name the Island. C. Create a flag that is representative of your island.

You should use the Bristol Board provide in class to create a poster of the island displaying all the requirements listed above.


Group Members: ______________________________________________ Instructions: As a group, think back on how you worked together on this activity. Try to come to a consensus about which rating best describes your whole group. Do not focus on individual students in this analysis. Try to include at least one example for each person.

Skill demonstrated Level of skill shown Evidence/examples We followed all the instructions we were given and checked to clarify any instructions we weren’t sure of

0 1 2 3 4

We managed our time effectively and completed our work on schedule

0 1 2 3 4

We organized our work and materials effectively

0 1 2 3 4

We shared responsibility for the work, everyone did their share

0 1 2 3 4

We encouraged, praised, and supported each other

0 1 2 3 4

We collaborated to make decisions and solve problems

0 1 2 3 4

We showed creative thinking; we tired to come up with ideas that went beyond the surface or basic assignment

0 1 2 3 4

We are proud of our finished product

0 1 2 3 4

KEY: 0 =very weak

1= a little weak 2 = somewhat weak, 3 = considerably effective 4 = strong, highly effective


Category Level 1 Level 2 Level 3 Level 4 Marks

Written responses

Few or no questions are answered

Most questions are answered

All questions are answered, but some lack detail

All questions are answered with thought and care

/5

Requirements

Few or no requirements are met

Most requirements have been met

All requirements have been met, but some could be improved

All requirements have thoroughly completed

/5

Content The information provided lacks detail and insight

The information provided is somewhat detailed and insightful

The information provided is detailed and insightful

The information presented is extremely detailed and insightful

/10

Group Evaluation

None were completed

Few were completed

Most were completed

All were completed and provided thorough evidence

/5

TOTAL MARKS

/20

Comments: ___________________________________________________________ ____________________________________________________________________________________________________________________________________________


Law and Society ENDURING UNDERSTANDINGS � What is the need for law? ESTABLISHED GOALS � Understand the purpose of rules and laws in society.

LESSON 4 – Law in Our Everyday Lives

The lessons about law turn inward; this time, students examine how law affects their everyday lives. Students will be given the opportunity to discover the extent to which daily routines and activities are regulated.

Lesson Objectives


1. Identify the three levels of government and their impact on everyday life. 2. Create a list of relevant everyday activities that will be the focus for research.


Recall Prior Learning (10 minutes) In discussion with students, identify the three levels of government and their respective responsibilities: municipal (local matters), provincial (province-wide system matters), and federal (matters of national importance). Make reference to the Constitution, and note that this topic will be covered in greater detail in the next unit. Have students reflect on discussion and create a note in response to these two questions:

• What are the levels of government in Canada?

• What are the basic responsibilities for each of these levels?

Class Brainstorming Activity (10 minutes) Introduce some typical activities in the average day (eating breakfast, taking a bus to school) and brainstorm ways that these activities would have a basis in law (consumer law, advertising, rules of the road, licensing…). Record these ideas in a T-chart, on chart paper, and encourage students to complete the same, in their notebooks, for later reference. Typical Daily Activities (40 minutes)

1. Teacher reminds students of the DOVE rules of brainstorming. 2. Students are put in teams of three or four. Each team is given a piece of chart paper,

and one marker. 3. Students work in small teams, compiling a list of typical daily activities (10 minutes). 4. At the end of the session, teams present their lists to the rest of the class (10 minutes). 5. As a class, using two or three students as leaders, if appropriate, compile an omnibus

list of daily activities, including some and deleting some, through negotiation. (Depending on the nature of the class, the teacher may decide to do this as an independent activity, or may challenge groups to come up with the “best” scenario).

Lessons

4 – 5


Homework – Everyday Activities (10 minutes) Students complete a worksheet that lists all of the agreed upon activities, to research/discuss with parents and friends/brainstorm the kinds of laws that would apply to each activity.

Time


Materials

• Chart Paper

• Markers and Tape or Easel to display the charts

• Everyday Activities Worksheet

Assessment

� Group Work � Diagnostic � Completion of Everyday Activities Worksheet


EVENT TYPE OF LAW EXPLANATION

Alarm wakes me up

consumer law tax law employment law

purchase of alarm clock, advertising claims sales tax on purchase price factory workers who made the clock - rights

Breakfast cereal

agricultural law environmental law consumer law health law employment law

grain prices, farmers and pesticide use, forestry and paper for packaging, advertising claims, purchase price, etc. (as above), health regulations for packaging and storage

Getting dressed

manufacturing law consumer law employment law etc.

standards for building safety, heating, plumbing requirements,

Ride city bus to school highway traffic law employment law labour law consumer law insurance law

rules of the road bus drivers as municipal employees bus drivers as union members buses purchased by municipality from a company if you are injured, who pays

Attend classes

education law insurance law

requirements for teachers and students in the statute if there is an injury on school property

Eat lunch in school cafeteria

health law contract law insurance law

premises and food handling safety rules cafeteria run by a private company if you are injured in the caf, who is liable?

Rent movie on the way home

contract law consumer law trespass law

you agree to return the movie advertising what a great place they are if they don’t want you hanging around

Stop at the public library to pick up books

copyright law municipal finance law censorship law

can’t photocopy major part of a work to fund the library so it can buy books concern that choice of books does not violate rules

play video game consumer law intellectual property law licensing law censorship law

purchase price, advertising can’t use the ideas without permission can’t copy the game without permission content must be appropriate for the age level

parents come home from work

employment law transportation law income tax law

hours of work how they got home must pay tax on tieir income

eat dinner

health laws for grocery consumer law

rules for store cleanliness food purchased and eaten

do dishes

municipal utilities consumer law

use of water, sewer dishes purchased, advertising claims for dish soaps

watch movie

contract law libel and slander laws censorship laws

actors and other production workers tabloid information about celebrities viewer level designated by the censorship board

get ready for bed brush teeth

municipal utilities contract law expropriation laws

water, sewer infrastructure enables water use home owners have a contract to pay for services need land for services, buy it from owners


Student Name: ______________________ Date: ______________________ List everyday activities in the column entitled “EVENT”. Record the type of law that regulates this activity and an explanation about why this is the case.

EVENT TYPE OF LAW

EXPLANATION


LESSON 5 – The Influence of Law

This lesson is designed to confirm student understanding and reinforce awareness, of the impact of law on everyday life. Students participate in research and a group activity.

Lesson Objectives


1. Identify and explain the laws that govern typical everyday activities. 2. Demonstrate an ability to find relevant information.


Recall (10 minutes) Students are asked to recall learning from previous lesson. Teacher re-introduces T-chart from Lesson 4, with examples of everyday activities and relevant law. Teacher encourages students to add two additional typical activities (borrowing a movie, buying pizza, for example) to bring student back into focus. Legal Research (20 minutes)

1. Students are divided into teams of 3 to 4 students. Each team is given a blank Everyday Activities sheet, to complete as a group.

2. Each team is given resources to use, to investigate the kinds of law that relate to the activities on the master sheet. (telephone book, computer with internet access, government directory). Students may, also, use the information they gathered for homework.

3. Teams try to list as many relevant types of law and explanations as possible, in the time given.

4. Teacher directs discussion, as students share key results with the entire class. (Students should note that there may be different answers for one activity, and that the law that applies may depend on circumstances for the activity. For example, is the person in the vehicle a passenger or a driver? Is this transportation activity for the purpose of employment or personal? What is the season, the weather, the condition of the vehicle?)

Paper Bag Chronicles (30 minutes) In this activity, students will reinforce learning by reviewing the laws that would connect with different daily activities.

1. Students sit in a circle. Each student is given a file card, on which appears the name of a level of government and a law.

2. A paper bag, with slips of paper in it that are individual daily activities, is given to one student (choice may be by picking numbers, etc.), who then proceeds to the centre of the circle. (Student’s chair is removed from the circle.)

5. The student draws one slip from the bag. 6. Students in the circle hold up their file cards, and student in the middle chooses an

appropriate law to match the everyday activity, giving an explanation for his or her choice. (There will be more than one!)

7. The student holding a card decides if the “answering student” is correct. If the


“answering student’s” response is rejected, he or she can argue his or her point creatively, and ask the student to the left of the card holder for a “judgment”. If the “judge” agrees with the argument of the student, the student takes the place of the card holding student in the circle, and that student proceeds to the middle of the circle. Play continues...

Alternative Activity Create cards that identify typical everyday activities. Divide the class into two teams. Have students perform charades of the activities. Students identify laws that pertain to the activity being acted out, one point for each correct possibility. Students can make their argument, if denied a point, by asking the judge (teacher/scorekeeper student) for an “appeal”. Homework (10 minutes) Students finalize their charts, to be handed in next day, along with a reflection about how laws affect their everyday lives. Reflection should include mention of the levels of government involved, and a personal opinion about the extent and possibly, necessity or not, for such regulation.

Time


Materials

• Chart paper from previous lesson • Everyday Activities Worksheets • Telephone books, government directories • Internet Access • File cards with types of law, for Paper Bag Chronicles Activity • Paper Bag • Activities identified, on individual strips of paper • Chairs for circle (optional)

Assessment

� Informal during class discussion � Participation in research activity � Participation in Paper Bag Chronicle Activity


Category Level 1 Level 2 Level 3 Level 4 Marks

KNOWLEDGE (15%) records events, types of law, and explanations

Few entries

At least half of the chart is completed

Three quarters of the chart is complete

Chart is almost entirely completed

/15

THINKING (15%) completes the chart with varied types of applicable laws

Laws listed are repetitious

Laws are listed in different forms

Most laws listed are different from one another

Laws listed are different and diverse

/15

COMMUNICATION (10%) explains the connection between the event and the law

Explanation is basic

Explanation is minimal

Explanation is worded with clarity

carefully worded to include additional relevant information to make the connection with the law

/10

APPLICATION (10%) connects events and types of law

little or no connection between the explanation and the law

explanation makes some connection between the event and the law

explanation makes a clear connection between the event and the law

explanation connects the event and the law in several ways

/10

TOTAL MARKS

/50

Comments: ___________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Historical Roots of Law ENDURING UNDERSTANDINGS � Look at the historical and philosophical origins of law and how

they relate to today’s society ESTABLISHED GOALS � Explain the historical sources of Canadian Law.

LESSON 6 – Origins of Law

In this lesson, students will begin to explore the historical roots of law by creating a timeline of key events.

Lesson Objectives Students will be able to:

1. Trace the evolution of law. 2. Demonstrate and understand various codes and philosophers.


Recall Prior Learning (10 minutes) Review the homework that was assigned the previous day and as a class complete the questions (p.17 to 23) Timeline (40 mins)

1. As a class we are going to create a timeline using the information that we read the previous day. We are going to complete one on the board and the students will have to copy this into their notebooks.

2. Once a timeline is established. With a partner, locate on a world map where these codes originated using the computer lab and Atlas.

Homework – Worksheet Activity (20 minutes) Students complete a worksheet. This worksheet will help the students understand how our laws and codes evolved from earlier codes.

Time


Materials � Atlas � Textbook � Internet Access � Evolution of Law Worksheet

Assessment � Group Work � Diagnostic � Completion of Worksheet

Lessons

6 – 7


EVOLUTION OF LAWS

Complete the chart below, with the appropriate codes and, what is the Canadian law that follows the examples. (For the Canadian law just state the general law that the example would fall under)

LAW LEGAL CODE EQUIVALENT TO CDN LAW

“Thou shalt not kill.”

Mosaic Law Criminal Code laws against murder and manslaughter

“If anyone is committing a robbery and is caught, then he shall be put to death.”

“Thou shalt not raise a false report, or put thine hand with the wicked to be an unrighteous witness.”

“The husband may demand divorce for cause or adultery on the part of his wife.” “The wife may demand divorce for cause of adultery on the part of her husband…”

“No freeman shall be taken, imprisoned,…or in any other way destroyed…except by the lawful judgment of his peers, or by the law of the land. To no on will we sell, to none will we deny or delay, right or justice.”

“If anyone opens his ditches to water his crops but is careless, and the water floods the fields of his neighbour, then he shall pay for the loss.”

“If anyone hire an ox or an ass, and a lion kill it in the field, the loss is upon its owner.”


EVOLUTION OF LAWS

Complete the chart below, with the appropriate codes and, what is the Canadian law that follows the examples. (For the Canadian law just state the general law that the example would fall under) LAW LEGAL CODE EQUIVALENT TO CDN LAW

“Thou shalt not kill.”

Mosaic Law Criminal Code laws against murder and manslaughter

“If anyone is committing a robbery and is caught, then he shall be put to death.”

Code of Hammurabi Laws against theft

“Thou shalt not raise a false report, or put thine hand with the wicked to be an unrighteous witness.”

Mosaic Law Prohibition against false reports

“The husband may demand divorce for cause or adultery on the part of his wife.” “ The wife may demand divorce for cause of adultery on the part of her husband…”

Napoleonic Code Divorce

“No freeman shall be taken, imprisoned,…or in any other way destroyed…except by the lawful judgment of his peers, or by the law of the land. To no on will we sell, to none will we deny or delay, right or justice.”

Magna Carta Legal Rights

“If anyone opens his ditches to water his crops but is careless, and the water floods the fields of his neighbour, then he shall pay for the loss.”

Code of Hammurabi Damaging other properties

“If anyone hire an ox or an ass, and a lion kill it in the field, the loss is upon its owner.”

Code of Hammurubi Liability laws


Lesson 7 – Historical Influences of Law and Codes

This lesson is intended to allow students to allow students to test their understanding of how history has influenced the development of laws and codes.

Lesson Objectives Students will be able to:

1. Familiarize themselves with Codes and Laws and individuals that influence the Laws


Recall Prior Learning (10 minutes) Review the homework that was assigned the previous day and as a class complete the worksheet on overhead. Who/What Am I (50 minutes)

1. Everyone will be given 30 blank flash cards 2. Each student will create there own flash cards, 3. All flashcards will consist on one side a clue of a code or someone that had influence the

Law. 4. The Answer will be on the backside of the card. 5. When this is completed, set up the class room with half the desk in a circle and the other

half in a circle on the inside other first facing each other. 6. Students will face of against each other for 2 minutes, the inside circle will rotate to the

left every two minutes. 7. The object of the game will be to collect as many cards as possible. 8. To do this you must correctly name the person or code that the clue is for. If correct the

player gets to keep the card (make sure the students put their name on their cards so they can get them back after the game is completed).

Time


Materials

• Flash Cards (bristol board paper cut 8.5 ×××× 5)

• Markers

• Internet Access

Assessment

� Student Self Assessment based on the number of cards they won or

lost


Creation of Laws ENDURING UNDERSTANDINGS � How is Law Developed? ESTABLISHED GOALS � Understand how laws are made and enforced. � Describe how various social forces drive the creation

and development of laws.

LESSON 8 - Government and Law

The students will learn the steps of how bills are passed into the law through the parliamentary process. Sticking to the theme of games we will be holding a mock parliament, where teams will be trying to pass their own laws.

Lesson Objectives


1. Bring the parliamentary process to life. 2. Understand the role of government and its influences on policy making.


Recall Prior Learning (30 minutes) Review the homework that was assigned the previous day and as a class complete the questions ( p.62-66, Questions on p. 68 # 1-7) � Have ready made cutout cards of the legislation process. � Ask the students to volunteer to place the cards on the board in the proper order. � Once the order is correct, have the students copy the chart into their notebooks. Mock Parliament intro - To pass a Law (40 mins)

1. Divide the class into 5 even teams. 2. Each group must come up with a new law. (Make sure they take their time. The goal is

to get the most votes for your law from your classmates) 3. All groups must decide on a leader of the group. They will also be the presenter of the

new law. Homework Review the Legislation process as well the responsibility with in each readings

Time One class period (70 minutes)

Materials � Textbook � Cut out Bristol Board � Masking tape

Assessment � Group Work � Diagnostic of homework completion

Lessons

8 – 9 – 10


LESSON 9 – Creating Law


Lesson Objectives


1. Bring parliamentary process to life. 2. Understand the role of government and its influences on policy making.


Recall Prior Learning (15 minutes)

1. On the blackboard there are three columns – 1st reading, 2nd reading and 3rd reading. 2. The teacher will read a step/responsibility that happens in one of the readings and the

students are required to write it in the correct column. i.e. Principle of bill is discussed Mock Parliament - To pass a Law continued (55 minutes)

1. Using computers in class or at the computer lab, the teams must now research the new law they would like to pass.

2. The 5 groups will prepare a document for the other groups to read. 3. The 5 groups will now divide up the documentations (within their groups) they received

from the other four opposing groups and do research as to why or why not the Law should be passed.

Homework Continue to research the opposing group’s bill.

Time


Materials

• Textbook

• Internet Access

Assessment

� Group Work � Diagnostic students progress, circulating around to each group


LESSON 10 – Passing Laws


Lesson Objectives


1. Bring the parliamentary process to life. 2. Understand the role of government and its influences on policy making.


Mock Parliament - To pass a Law (70 minutes)

1. Set up the classroom so that every group can see each other. 2. Each Leader will take turns presenting their bill. 3. If the bill passes the first reading (majority votes) then continue. 4. If it passes the 2nd and third reading the class will vote to put it into law or not. 5. All groups will get a chance – to introduce their bill. 6. Winners are determined by how many students voted for the groups law.

Homework Write a short paragraph journal on your observation of the legislation process

Time


Materials

None

Assessment

� Group Work � Diagnostic of homework completion � Rubrics for group work � Rubrics for paragraph


Group Assessment of Legislation Process Group Members: ________________________________

________________________________ ________________________________ ________________________________ ________________________________ DATE : SELF PEER TEACHER Criteria Assessment Notes/Comments

Knowledge/Understanding

- presents correct and relevant information

0 1 2 3 4

- states position clearly

0 1 2 3 4

Thinking/Inquiry

- delivers a creative New Law Policy Statement

0 1 2 3 4

- presents ideas in an organized and logical manner

0 1 2 3 4

Communication

- expresses ideas in an articulate manner, using proper diction and grammar

0 1 2 3 4

- presents arguments and ideas forcefully and persuasively

0 1 2 3 4

Application

- links research directly to points of argument

0 1 2 3 4

- introduces issues that are relevant and related to the topic

0 1 2 3 4

Suggestions for improvement: ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________


Legislation Process Paragraph Rubrics Student ___________________________ Date _________________ SELF PEER TEACHER

Criteria Level 1 50-59%

Level 2 60-69%

Level 3 70-79%

Level 4 80-100%

Knowledge/ Understanding -law making process

demonstrates limited understanding of the process

demonstrates some understanding of the process

demonstrates considerable understanding of the process

demonstrates a thorough understanding of the process

Thinking/Inquiry -analysis of law -concerns of the group represented

analyzes impact of the law with limited effectiveness shows little insight into the concerns of the group

analyzes impact of the law with some effectiveness shows some insight into the concerns of the group

analyzes impact of the law with considerable effectiveness shows considerable insight into concerns of the group

analyzes impact of law with a high degree of effectiveness shows high degree of insight into concerns of the group

Communication -clarity

communicates point of view with limited clarity and effectiveness

communicates point of view with some clarity and effectiveness

communicates point of view with considerable clarity and effectiveness

communicates point of view with a high degree of clarity and effectiveness

Application -making predictions

makes limited connections or generalizations

makes some connections or generalizations

makes useful connections or generalizations

makes many insightful connections or generalizations

Suggestions for improvement: _________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________


Lobby Groups ENDURING UNDERSTANDINGS � How is law developed? ESTABLISHED GOALS � Analyze the contributions of individuals and groups who have

influenced the making of new laws or the modifications of old laws by governments in democracies that change laws.

LESSON 11 – The Role of Lobby Groups

Students will develop an understanding of the role and purpose for lobby groups and individuals, and the rules associated with lobby group activity in Canada.

Lesson Objectives

Students will be able to: 1. Explain the role of lobbyists in lawmaking.


Lobbyists’ Code of Conduct (60 minutes)

1. Discuss with students how they convince their parents to let them get their own way about something they may want or want to do. Discuss techniques and ideas.

2. Ask students to pair and list some of the changes they would like to see in the school environment. Students are asked to share one item, each, with the rest of the class.

3. Ask the established pairs to consider how they would go about making a change in school policy. What steps would they take? Who would they enlist for help? How would they begin? Have students join with one other pair to discuss their responses to these questions. Next, groups choose their best idea and share this with the rest of the class.

4. Direct students to read the internet article “Lobbyists’ Code of Conduct”, published by the Office of the Registrar of Lobbyists, and respond to the questions posed in the handout. (The article can be read on line or in hard copy, depending upon computer access.)

5. Take up questions with entire class.

Homework – Complete responses (10 minutes)

Time


Materials

• Article about Lobbyists’ Code of Conduct or internet access

• Handout about Lobbyists’ Code of Conduct

Assessment � Group Work � Diagnostic � Completion of Lobbyists’ Code of Conduct Worksheet

Lessons

11 – 12


Lobbyists' Code of Conduct (Article)

The Lobbyists' Code of Conduct is the result of extensive consultations with a large number of people and organizations interested in promoting public trust in the integrity of government decision-making. The Code was reviewed in the fall of 1996 by the Standing Committee on Procedure and House Affairs, published in the Canada Gazette on February 8, 1997, and came into effect on March 1, 1997.

The purpose of the Lobbyists' Code of Conduct is to assure the Canadian public that lobbying is done ethically and with the highest standards with a view to conserving and enhancing public confidence and trust in the integrity, objectivity and impartiality of government decision-making. In this regard, the Lobbyists' Code of Conduct complements the registration requirements of the Act to amend the Lobbyists Registration Act, which came into force on January 31, 1996.

Lobbyists - individuals who are paid to communicate with federal public office holders in regard to certain government decisions - are required to comply with the code. "Public office holder" means virtually anyone occupying a position in the federal government and includes members of the Senate and the House of Commons and their staff, officers and employees of federal departments and agencies, members of the Canadian Armed Forces and the Royal Canadian Mounted Police.

The Code begins with a preamble which states its purposes and places it in a broader context. Next comes a body of overriding principles which are in turn followed by specific rules. The principles set out, in positive terms, the goals and objectives to be attained, without establishing precise standards. The rules provide more detailed requirements for behaviour in certain situations. The powers of investigation which are provided to the Registrar will be triggered where there is an alleged breach of either a principle or a rule of the Code.

The Office of the Registrar of Lobbyists is available to offer comment and guidance to lobbyists on the application of the Lobbyists' Code of Conduct. An important means of communicating more widely our advice and other Code developments will be through annual reports to Parliament.

We welcome questions and enquiries from lobbyists and other members of the public as well. The Office can be reached by telephone, letter, fax or e-mail at:

Office of the Registrar of Lobbyists 255 Albert Street 10th Floor Ottawa, Ontario K1A 0R5

Telephone: (613) 957-2760 Fax: (613) 957-3078 E-mail: [email protected] Article Reference: http://www.orl-bdl.gc.ca/epic/site/lobbyist-lobbyiste.nsf/print-en/nx00019e.html


Lobbyists' Code of Conduct 1.Preamble

The Lobbyists' Code of Conduct is founded on four concepts stated in the Lobbyists Registration Act:

Free and open access to government is an important matter of public interest;

Lobbying public office holders is a legitimate activity;

It is desirable that public office holders and the public be able to know who is attempting to influence government; and,

A system for the registration of paid lobbyists should not impede free and open access to government.

The Lobbyists' Code of Conduct is an important initiative for promoting public trust in the integrity of government decision-making. The trust that Canadians place in public office holders to make decisions in the public interest is vital to a free and democratic society.

To this end, public office holders, when they deal with the public and with lobbyists, are required to honour the standards set out for them in their own codes of conduct. For their part, lobbyists communicating with public office holders must also abide by standards of conduct, which are set out below.

Together, these codes play an important role in safeguarding the public interest in the integrity of government decision-making.

Principles

Integrity and Honesty

Lobbyists should conduct with integrity and honesty all relations with public office holders, clients, employers, the public and other lobbyists.

Openness

Lobbyists should, at all times, be open and frank about their lobbying activities, while respecting confidentiality.

Professionalism

Lobbyists should observe the highest professional and ethical standards. In particular, lobbyists should conform fully with not only the letter but the spirit of the Lobbyists' Code of Conduct as well as all the relevant laws, including the Lobbyists Registration Act and its regulations.

Rules

Transparency

1. Identity and purpose

Lobbyists shall, when making a representation to a public office holder, disclose the identity of the person or organization on whose behalf the representation is made, as well as the reasons for the approach.

2. Accurate information


Lobbyists shall provide information that is accurate and factual to public office holders. Moreover, lobbyists shall not knowingly mislead anyone and shall use proper care to avoid doing so inadvertently.

3. Disclosure of obligations Lobbyists shall indicate to their client, employer or organization their obligations under the Lobbyists Registration Act, and their obligation to adhere to the Lobbyists' Code of Conduct.

Confidentiality

4. Confidential information

Lobbyists shall not divulge confidential information unless they have obtained the informed consent of their client, employer or organization, or disclosure is required by law.

5. Insider information

Lobbyists shall not use any confidential or other insider information obtained in the course of their lobbying activities to the disadvantage of their client, employer or organization.

Conflict of interest

6. Competing interests

Lobbyists shall not represent conflicting or competing interests without the informed consent of those whose interests are involved.

7. Disclosure

Consultant lobbyists shall advise public office holders that they have informed their clients of any actual, potential or apparent conflict of interest, and obtained the informed consent of each client concerned before proceeding or continuing with the undertaking.

8. Improper influence Lobbyists shall not place public office holders in a conflict of interest by proposing or undertaking any action that would constitute an improper influence on a public office holder.


LOBBYISTS’ CODE OF CONDUCT

Please respond to the following questions:

When did the Code come into effect?

What is the purpose of the Code?

Who is required to comply with the Code?

What existing statute/law governs lobbyists?

Note one interesting point or item you found in the Code:


LESSON 12 – Lobby Groups and Lawmaking

Students will investigate the various public interests that are represented by lobby groups and other associations, and how these groups influence lawmaking in Canada.

Lesson Objectives

Students will be able to: 1. Identify the interests of some of the lobbying groups in Canada.


Recall (10 minutes) Students are asked to recall learning from previous lesson. Teacher leads discussion about the role of lobbying in making change happen, and about the code of behaviour or conduct. Legal Research (30 minutes)

1. In pairs, students draw the name of one lobby group or organization from a paper bag. 2. Using the Internet for information, students must find the information specified on the

LOBBY GROUPS handout, for the lobby group they have been assigned. 3. In some creative manner, using role play, each pair of students must present their

information to the rest of the class. The presentation format should be in the nature of a short dramatization.

Memory Game (25 minutes)

1. Students are reminded of the memory game, in which 10 items are shown to them on a tray, and they must remember as many of them as they can.

2. Students are given five minutes to discuss information with other classmates, to record information they have heard, and to “study” the names of lobby groups and their particular interests.

3. Students are given a sheet of paper, on which there are 10 (more or less, depending on size of class) rows and two columns. Students are asked to remember as many of the lobby groups and their interests as possible. (Modification: provide a list of the lobby groups on chart paper or a board; students must remember their interests).

4. Students check their answers, as a class, to determine their score out of 10. 5. Students/teacher fabricate a story that incorporates all of the lobby groups and their

interests. 6. Again, students are asked to record the lobby groups and their interests, and to check

their score. 7. Teacher leads class discussion about how and/or why scores are better the second

round. 8. End class by allowing discussion about the purpose and importance of lobby groups in

making change happen.

Time



Materials

• Paper bag • Lobby Group names on slips of paper • Computer access to the Internet • Memory Game template • Chart paper (optional)

Assessment

� Informal during class discussion � Participation in research activity � Participation in Memory Game


List of Lobby and Interest Group Names

Assembly of First Nations

Canadian Federation of Students

Retail Council of Canada

White Ribbon Campaign

Greenpeace Canada

Canadian Toy-Testing Council

Canadian Network to Abolish Nuclear Weapons

Mothers Against Drunk Driving

Canadian Association of Retired People

World Wildlife Fund – Canada

Safe Communities Canada

Cancer Advocacy Coalition of Canada

Non-smokers’ Rights Association

CAVEAT


MEMORY GAME TEMPLATE LOBBY GROUPS AND THEIR INTERESTS

GROUP NAME INTERESTS


Categories of Law ENDURING UNDERSTANDINGS � How can we categorize laws? ESTABLISHED GOALS � Identify and distinguish between various categories of law.

LESSON 13 – Exploring Different Categories of Law

Students will be introduced to the terminology related to different types of law.

Lesson Objectives


1. Explain the hierarchy of common law, statute law, and constitutional law 2. Distinguish between: civil law and criminal law; international law and domestic law;

procedural and substantive law; public and private law


Classification Activity (30 minutes)

1. Ask students about whether they collect things: stamps, postcards, shells, etc. Discuss with them how they know what is in the collection, how they store the items, etc. Teacher is looking for a hook onto the topic of organizing information, and classifying things according to their characteristics.

2. Teacher explains that laws, too, must be classified, to better understand and deal with them.

3. Divide students into teams of 3 to 4 students each. Hand students a pile of buttons (20 or so), and ask each group to arrange the buttons into several groups. Give students about 5 minutes to do so, then have each group present their organization scheme and rationale.

4. Teacher leads post presentation discussion about the need for classification, and the many ways (all correct) to do so.

Background Learning (30 minutes)

1. Ask students to review text reading material, completing the note template for this lesson.

2. Take up notes with entire class, ensuring that there is clear understanding about the differences between and among:

• Common law, statute law, and constitutional law

• Civil law and criminal law

• International and domestic law

• Procedural and substantive law

• Public and private law

Homework - Complete notes and review material in readiness for next day (10 minutes)

Lessons

13 – 14 – 15


Time


Materials

• Template for note taking

• Buttons (at least 80)

Assessment

� Classification Activity � Completion of Categories of Law handout � Informal during Class discussion


CLASSIFYING LAW SOURCES OF LAW IN CANADA

pages 35 - 37 Date:

SOURCE OF LAW DESCRIBE AND COMPARE/CONTRAST

Common Law

Statute Law

Constitutional Law * Explain how these three sources of law work with one another, in the Canadian context

Civil Law Criminal Law

International Law Domestic Law

Procedural Law Substantive Law

Public Law Private Law

CATEGORIES OF LAW

Recreate the Categories of Law chart, seen on page 94 in the textbook.


LESSON 14 – Taxonomy of Law

Students will explore the taxonomy of law.

Lesson Objectives

Students will be able to: 1. Recreate a taxonomy of laws, making sense of the categories and their commonalities 2. Identify traditional categories of law


Recall (15 minutes) Students recall discussion about the purpose for organizing “things”. Students are divided into teams of 3 or 4. Each team is asked to review notes from last day, and present a part of the information to the rest of the class. Category Hangman (25 minutes)

1. Teacher sets up organization chart, with empty boxes, on the board, or on chart paper. 2. Teacher sets up hangman activity. Words are drawn randomly from the organization

chart. When a student identifies the correct word, he or she is awarded 1 point. 3. That student is invited to come forward and place it in the correct position on the

organization chart. If the student misplaces the word, the word is posted to the side of the chart, and the next person to identify the correct hangman word, AND to correctly place his or her word on the chart, has the opportunity to place the previous word on the chart, as well. Each word placed correctly is worth 2 points.

4. Prize for the student with the most points. Types of Law (30 minutes)

1. Students are asked to define each of the types of law found in the categories: Private Law and Public Law, using the text and Internet sources.

2. Ensure understanding of the definitions for each type of law by having groups of 2 to 3 students each role play the types of law.

Homework – Complete notes and review material in readiness for next day

Time


Materials

• Internet access • Chart paper and markers • Prize • Handout: Defining Types of Law

Assessment � Informal during class discussion � Participation in Hangman Game � Participation in role play


DEFINING TYPES OF LAW (pages 43 to 46)

Date: ______________________

TYPE OF LAW DEFINITION

PUBLIC LAW

Constitutional Law

Administrative Law

Criminal Law

PRIVATE LAW

Tort Law

Contract Law

Family Law

Wills and Estates

Property Law

Employment Law


LESSON 15 – Relationships among Categories of Law

Students will reinforce learning about the categories of law, and demonstrate an understanding that establishing categories of law helps to identify the key principles and concepts that appertain to the different categories.

Lesson Objectives


1. Identify categories of law and the relationships among and within the various categories


Recall (10 minutes) Review organization chart for types of law Identify the Type of Law (15 minutes)

1. Students are given the handout of questions, to try to solve. 2. The team with the most correct answers wins a prize.

Concentration Game (45 minutes)

1. Students are put into teams of 3 or 4 students. 2. Provide students with blank cards (Bristol board, card stock paper, cut into playing card

sizes). 3. Instruct students to create a set of cards that will require players to match information on

one card with that on another. 4. Students must complete the cards, list instructions, and delineate rules for the game.

Homework Complete game set up

Time


Materials

• Handout for “Identify the Type of Law” activity

• prize

• Cards for setting up the Concentration Game

Assessment

� Group Work on Concentration card game � Participation in Identify the Type of Law activity � Completion of Categories of Law handout


TYPES OF LAW What categories of law would apply to the following situations?

QUESTION TYPE OF LAW

A skier steals your snowboard.

A parent pays you less for babysitting than the agreed-upon hourly rate.

Your parents buy a cottage and register a deed.

Your wages are below the minimum specified by provincial law.

You are arrested for drinking under age.

Although you are underage, you want to get married.

Your grandmother had promised you her engagement ring, but she failed to prepare a will before she died.

You purchased a DVD player that stopped working after one month.

As a student, you feel you should not have to pay income tax.

At a noisy party, the police arrest you and refuse to tell you why.

Even though you see the “no trespassing” sign, you hop the fence for a swim in a privately-owned pool.

Canada enters a free-trade aagreement with Cuba.

Reference: Blair, Annice et al. Law in Action: Understanding Canadian Law. Pearson Education Canada Inc. Toronto, Canada: 2003.


INSTRUCTIONS FOR GAME CREATION CONCENTRATION TYPES OF LAW

PREPARATION 1. Please design a concentration card game that will require players to match

information on one card with that on another. 2. The subject matter of the game should be “types of law”. 3. Give your game a name. 4. Players should be able to follow written instructions to play the game. 5. There must be at least three rules embedded in the instructions for the game. 6. Your game should have a scheme for scoring points. DESIGNING THE CARDS 1. Information on the cards can be created by hand or typewritten. Information can

include single words, phrases, and/or definitions. 2. No less than 20 cards can be used; no more than 40.

RUBRIC FOR GAME CONCENTRATION TYPES OF LAW

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Concept Learned/Skills Mastered

Players will be challenged to recall about types of law while playing this game

Players will be challenged to recall only basic concepts about types of law while playing this game

Players will be challenged to recall most of the terms and concepts about types of law while playing this game

Players will be challenged to recall detailed concepts about types of law while playing this game

Rules There are no written rules provided for the game

Written rules are provided, but are not entirely clear or complete

Written rules are provided and are fairly short, clear, and complete, but could be streamlined

Written rules are short, clear, and complete

Scoring No guidelines have been offered for scoring purposes

Guidelines for scoring are not entirely clear or complete

Guidelines for scoring are fairly clear, but require some revision

Guidelines for scoring are logical and easy to follow

Title The game has no title

A title has been provided, but it lacks originality, or does not relate to the overall concept

The title is related to the overall concept of the game, and is somewhat creative

The title is very creative and relates to the overall concept


Board Game

Understanding Canadian LawUnderstanding Canadian LawUnderstanding Canadian LawUnderstanding Canadian Law

CLU3E Grade 11



You are a game board manufacturer, and you have been assigned the task of creating an educational game that will help players test their knowledge and ability to think about various concepts presented in “The Heritage of Law” unit. Part of your mark on this assignment will be based on originality and creativity, keep this in mind as you are designing your game!

PREPARATION

You are expected to use a variety of resources to gather information needed for your game. As a result, you are required to provide a complete an accurate bibliography for this task. You should design your game so that players: 1. Understand the purpose of rules and laws in society. 2. Explain the origins of law and its current development. 3. Describe how various social forces drive and influence the creation and development of laws. 4. Identify and distinguish between the various categories of law.

DESIGNING THE BOARD GAME

� Each of the above expectations (1 to 4) must have a minimum of 10 questions (5 x 8) for a total of 40 questions for your game. It is suggested that one student be responsible for 2 topics. More questions are acceptable.

� Determine the form of game that will best suit the information you have gathered. Keep in mind there are a variety of board game styles to choose from: Jeopardy, Trivial Pursuit, Monopoly, Snakes and Ladders, etc. Students may design their own games.

� There are different roles that can be assigned to each player, depending on the style of game chosen. What part do they play in the game? How many players can play at a time? What are the players expected to do?

� Most games use one of three strategies: buying, racing, or capturing. What are the players trying to do? For instance, will they be collecting money, information, correct answers or chips? How will these things be represented in the game?

� This game is to be as realistic as possible and therefore must also have a set of detailed typed instruction and rules. Include scoring guidelines that are concise and easy for players to follow.

� Be sure to include all necessary pieces; use colour to make it interesting; ensure that your group tests the game prior to the tournament. Possible game pieces include: labeled board game, task cards, dice, timer, different player pieces, etc.

� As a final step, give your game a unique name and package it so that it includes your list of rules, all necessary playing pieces, and an attractive way to store all the components.

� You will have three class periods in which to make the final version of your game. Make a list of all the materials you need in advance and ensure that you have them ready to bring to class on these days so that you are prepared to work.

TOURNAMENT

Time to play! You will be given two classes to play the games you and your classmates have created. At the end of each game, players will be expected to offer feedback regarding the educational and entertainment value of each board game.


CATEGORYCATEGORYCATEGORYCATEGORY LEVEL 1LEVEL 1LEVEL 1LEVEL 1 LEVEL 2LEVEL 2LEVEL 2LEVEL 2 LEVEL 3LEVEL 3LEVEL 3LEVEL 3 LEVEL 4LEVEL 4LEVEL 4LEVEL 4

Research � There is no evidence of research conducted in preparation for this task.

� The information is not accurate and does not reflect expectations addressed in the Heritage of Law unit.

� There is partial evidence of having conducted research in preparation for this task.

� The information is somewhat accurate and partially reflects expectations addressed in the Heritage of Law unit.

� There is sufficient evidence of research conduced in preparation for this task.

� The information is mostly accurate and reflects most of the expectations addressed in the Heritage of Law unit.

� There is extensive evidence of research conducted in preparation for this task.

� The information is highly accurate and reflects the expectations addressed in the Heritage of Law unit.

Concept Learned / Skills Mastered

� Players will learn little or nothing about what was addressed in this unit while playing this game.

� There are no apparent skills to be mastered in this game.

� Players will learn only basic concepts that were addressed in this unit while playing the game.

� There are a few skills required to play this game.

� Players will learn most of the terms and concepts addressed in this unit while playing the game.

� Players will master only basic skills while playing this game.

� Players will gain a high level of understanding of terms and concepts addressed in this unit while playing the game.

� Players will master advanced skills while playing this game.

Design Scheme

� The form chosen is not appropriate.

� Design does not relate to the chosen concept.

� There appears to be no planning before the creation of the final product.

� The layout lacks consistency and logic.

� Elements of the game contradict elements of the content and/or seem gratuitous or merely decorative.

� The game is mostly in an appropriate form.

� The design is creative, but is not reflect the chosen concept.

� Some planning is evident.

� The layout displays some consistency and logic.

� Elements of the content are used as elements of the game, but it seems a bit contrived.

� The game is mostly in an appropriate form.

� The design is creative and reflects the chosen topic.

� Planning is evident.

� The layout is generally consistent and logical.

� There is solid congruence between the game elements and content elements.

� The form chosen is highly appropriate.

� The design is creative and enhances the chosen concept.

� Extensive planning is evident.

� The layout is entirely consistent and logical.

� Game elements and content elements are mapped onto each other in multiple ways that are surprising and engaging.

Rules & Scoring

� There are no written rules provided for the game.

� No guidelines have been offered for scoring purposes.

� Written rules are provided, but are not entirely clear or complete. Some rules add complexity without adding to playability or learning.

� Guidelines for scoring not entirely clear or complete.

� Written rules are provided and are fairly short, clear and complete, but could be streamlined a bit.

� Guidelines for scoring are fairly clear, but require some revision.

� The written rules are short, clear and complete.

� Guidelines for scoring are logical and easy to follow.

Title � The game has no title. � A title has been provided, but it does not relate to the overall concept.

� Title lacks originality.

� The title is related to the overall concept of the game.

� It is somewhat creative.

� The title is very creative and relates to the overall concept.

Work Ethic

� Class time was not used effectively.

� Always arrives unprepared.

� Usually found distracting others from their work.

� Occasionally made effective use of class time.

� Occasionally arrived prepared to work.

� Occasionally distracted others from their work.

� Usually used class time effectively.

� Usually arrived prepared to work.

� Rarely distracted others from their work.

� Always made effective use of class time.

� Always arrived with the proper materials and prepared to work.

� Never distracted others from their work.

Bibliography

� No bibliography has been provided.

� Bibliography has been provided, but does not follow proper format.

� Few resource materials have been used.

� Bibliography has been provided and mostly follows proper format.

� A sufficient number of resources have been used.

� Proper bibliographic format is used throughout.

� A variety of resource materials have been used.


Please evaluate each game according to the following characteristics:

Learning This game helped was a comprehensive review of terms and concepts in the Heritage of Law unit.

Creativity This game integrated facts and content with creative intentions in an original way.

Quality Game board looks professional; all required materials are included and functional.

Instructions The instructions (particularly, rules and scoring) for this game are clear, concise, and logical.

Entertainment Value The game provides a great learning experience and is fun to play.

GRADING GUIDELINES

10 points (A = 10 to 9, B = 8, C = 7, D = 6, F = 5 to 1) 5 points (A = 5, B = 4, D = 3, F = 2 to 1)

Names Name of Game Learning

10 points

Creativity

10 points

Quality

5 points

Instructions

5 points

Entertainment

Value

5 points

Total P

oints

35 points


STATEMENT OF THE DESIGN PROCESSSTATEMENT OF THE DESIGN PROCESSSTATEMENT OF THE DESIGN PROCESSSTATEMENT OF THE DESIGN PROCESS

Heritage Unit – Understanding Canadian Law

CLAUDIA FASCIANO The ‘Design Down’ Model of lesson planning has facilitated the creation of a cohesive introductory Heritage Unit for the Understanding Canadian Law, grade 11 workplace course. Though time consuming, the process of continuously refering back to enduring understandings and other benchmarks to evaluate progress in planning for classes was found to be extremely useful in unifying the concepts that were to be addressed. Using this method of planning, also aids in the selection of appropriate strategies that will serve to highlight the enduring understandings and achieve the established goals for the unit. It also serves to activate prior knowledge that will allow students to better understand the new material being presented. Taking prior knowledge into account early in planning for instruction is crucial, for it allows students to make connections between information they already know so that they are more likely to remember the concepts presented. This coherent progression of planning allows students to feel that they are increasing their knowledge on 'big picture' concepts as the lessons unfold. As a result, students stay motivated to continue learning. It is through such authentic instruction that authentic learning may be achieved. In the end, students are able to understand concepts more deeply and are able to transfer them to other subjects and real life scenarios more readily.

On a more personal note, the process of engaging in such an elaborate process in a virtual group setting has proven to be both challenging and rewarding. Continuous and simultaneous planning and preparation had to take place in order to lay the framework from which to build the final product. Given our different schedules this certainly was not a easy feat. Nevertheless, we each pulled through and did so with collegiality and professionalism. It was only through the dedicated collaboration of each group member that this task was accomplished (a particular thanks goes out to Brenda for getting us back in gear after the winter break,as well as for her continued support and valuable feedback throughout this process). The diverse backgrounds and extensive teaching repertoires of each member of this group proved to be an asset to the overall planning process and served to create a product that we each can be proud of.

BRENDA CELI Backward Design is not easy. I thought it would be. I am a traditional linear thinker, and the Backward Design process appealed to me, because it appeared to address a nagging concern I had about how we need to approach education differently. In theory, it presents itself as a step by step process, but in practice, the process of unit design is in no sense of the word, linear. If anything, it is a mind map kind of task, with numerous connections and links, overlaps and even, in some senses, dimensions! Using the step by step process to design a Backward Design based unit necessitates constant feedback to address other considerations, revision and juggling, and restatement. For example, once you have decided on the culminating task (based on the course content) you have to go back and figure out how the content can be delivered in a context that will support the culminating


task! Further, once you have enduring understandings that must be addressed in a culminating task, it is tricky to scaffold the learning in discrete steps, because the questions for discovery require understanding of the entire content of the unit. You have to keep going back to address the enduring understandings in subsequent lessons, to bring it forward in the new context...anyway, I think that explains the complexity of the process. The only salvation is the fact that lessons are delivered in a linear pattern, so the end result HAS to resemble step by step process. Having said all of this about unit design, there is merit in the process. It forces direct connection between theory and practice, between desired outcomes and process to get there, and between diagnostic and authentic assessment. In short, it makes educators accountable for their methodology. In this time of evolving assessment and evaluation theory and changing educational theory, Backward Design is a big piece of the puzzle. I think that, if this process was embedded in pedagogy first “across the Board” (..sorry), and the “success for all students, with no late penalties, no zeros” initiative was left until AFTER the process was capably implemented, it would have met with more success. As an aside, working on line with a group of educators to implement this process was tricky, scary, and highly successful, due to the phenomenal efforts of my group members, in particular, Claudia, who has amazing talents with WORD and an uncanny knack for getting work from people (it has to do with the tremendous effort she puts into it herself - a great role model). I have learned a lot about different ways to tackle the subject area, and I have benefited from the wisdom of input from both group members. As someone who prefers to work alone, I found the experience rewarding. The end result is a better product (read: learning experience) for students. In summary, therefore, the complex nature of the thinking that must go into any unit design is, in my opinion and based on this experience, aided by the Backward Design “process” and capable, supportive peers.

STEVEN BURKE

The design down process is very time consuming. Saying that I do however see the merit with the form of preparation. The negative, in my opinion of the Design down is that it leaves very little room to venture off onto, unplanned moments of opportunity lessons that sometimes occurred in the year. As a teacher the time that is put into the design down would definitely pay its rewards in the end. The assessments are methodically thought out in the beginning so that when we teach we can teach toward a culminating activity. The most difficult time I had with this assignment was trying to collaborate on line with my two group members. If it wasn’t for their patience and professionalism, I would of never been able to get through some of the frustrating moments I had the last few days. I would like to echo Brenda’s comment regarding Claudia her professionalism and true leadership qualities were evident. Great Job Group Thanks for all the help and encouragement.


Backwards Design Process

UnderstandingUnderstandingUnderstandingUnderstanding Canadian Law Canadian Law Canadian Law Canadian Law

CLU3E Grade 11



BACKWARD DESIGN LESSON PLAN TEMPLATE #1 What is Law?

Stage 1 - Desired Results

Established Goals: Understand what law is and how it differs from rules.

Understandings: • Why do we have rules and laws?

Essential Questions: • What is Law?

• How do laws differ from rules?

• What are the components of good rules?

• What is the function of law in society?

• What happens when laws are broken?

Knowledge: • Explain what law is and the need for

laws.

• Understand the importance of law.

Skills: • Brainstorming skills • Form and articulate opinions • Develop confidence in speaking before

peers

Stage 2 - Assessment Evidence

Performance Tasks: • Student will be required provide rules for

their game that are concise and easy to understand.

Other Evidence: • Contribution to class discussion.

• Contribution to group work

• Peer Evaluations

• Worksheets

• Diagnostics

Stage 3 - Learning Plan

Learning Activities: • Law Around You Bingo

• Paper Clip Game

• True or False Statements

• Graffiti Sheets

• Class discussions

• Think Pair Share

• Canadian Law Pictionary

• Images of Justice

• Evaluation of School Code of Conduct

• What is the Law For? Article/Worksheet

• Survivor Grade 11 Law Edition


BACKWARD DESIGN LESSON PLAN TEMPLATE # 2 Law in Everyday Life


Established Goals: Understanding the purpose of rules and laws in society.

Understandings: • What is the need for law?

Essential Questions: • What is the system of rules around which

society controls itself?

Knowledge: • Identify and explain the laws that govern

typical everyday activities.

Skills: • Demonstrate an ability to find relevant

information.


Performance Tasks: • Students will be required to identify the

laws that govern activities in their everyday lives

Other Evidence: • contribution to class discussion

• contribution to class activity

• worksheets


Learning Activities: • Complete a chart of daily activities and the

laws that affect these activities.

• Match everyday activities with the laws that govern them.


BACKWARD DESIGN LESSON PLAN TEMPLATE # 3 Historical Roots of Law


Established Goals: Explain the historical sources of Canadian Law.

Understandings: • How is law developed

Essential Questions: • Where do our laws come from?

• How did our religion and culture influence our Laws

Knowledge: • Locate where codes and laws originated

on a map

• Explain different laws, hoe they relate to Canadian modern laws

Skills: • Work with peers

• Compete with a fast pace game


Performance Tasks:

• Students will be able to assess their knowledge on the influences of early contribution to laws and codes

Other Evidence:

• Whole class contribution


Learning Activities:

• Timeline

• Finding the original country of certain laws

• Complete the chart of various laws from different times

• Flashcard – head to head game of What/Who Am I


BACKWARD DESIGN LESSON PLAN TEMPLATE # 4 Creation of Laws


Established Goals: Understand the role of Government in the development of law.

Understandings: • How is Law developed?

• How does a bill become law?

Essential Questions: • When does a bill become a law?

• What does this process involve?

Knowledge: • Identify the different levels of reading and

responsibility at certain readings

Skills: • Research information

• Public speaking

• Listening to other groups


Performance Tasks: • Students will be able to understand the

legislation process

Other Evidence: • Group discussions


Learning Activities: • Legislation Process, put the puzzle in the

correct order

• Mock parliament (To create a bill)


BACKWARD DESIGN LESSON PLAN TEMPLATE # 5 Lobby Groups


Established Goals:

Analyse the contributions of individuals and groups who have influenced the making of new laws or the modifications of old laws by governments in democracies that change laws.

Understandings: • How is law developed?

Essential Questions: • What is the role of a lobbyist?

Knowledge: • Explain the role of lobbyists in lawmaking

• Identify the interests of some of the lobbying groups in Canada

Skills: • Demonstrate an ability to find relevant

information


Performance Tasks: • Students will identify the stated goals of

various interest and lobby groups in Canada

• students will demonstrate an understanding of the role of lobbying activities in the development of law

Other Evidence: • contribution to class discussion

• contribution to class activity

• worksheets


Learning Activities: • Internet scavenger hunt

• Lobby group role play

• Memory Game


BACKWARD DESIGN LESSON PLAN TEMPLATE # 6 Categories of Law


Established Goals: Identify and distinguish between various categories of law.

Understandings: • How can we categorize laws?

Essential Questions: • How do we organize items, thoughts, and

information?

• What is the value of organization?

Knowledge: • Explain the difference between civil law

and criminal law

• Compare common law and statute law

• Identify the traditional categories of law

Skills: • Present information on legal issues, using

a variety of formats


Performance Tasks: • Classification

• Participation in Activities

Other Evidence: • worksheets

• group work


Learning Activities: • Participation in Hangman Game

• Participation in role play

• Group Work on Concentration card game

• Participation in Identify the Type of Law activity

• Completion of Categories of Law handout

• Classification Activity

• Completion of Categories of Law handout

• Informal during class discussion


TEACHER RESOURCESTEACHER RESOURCESTEACHER RESOURCESTEACHER RESOURCES

Heritage Unit – Understanding Canadian Law

List of Useful Resources for this Unit This is not a formal bibliography, but a list of useful resources for delivery of this unit. Some of the resources are taken from a list provided in the text, Law in Action (referenced below). Unit Design: McTighe, J. And G. Wiggins. Understanding by Design: Professional Development Workbook. Association for Supervision and Curriculum Development. Virginia, USA: 2004. (ISBN: 978-0-87120-855-2) Unit Content: Blair, A. et al. Law in Action: Understanding Canadian Law. Pearson. Toronto, Canada: 2003. (ISBN: 0-13-040592-2) Blair, A. et al. Canadian and International Law. Oxford University Press. Don Mills, Canada: 2004. (ISBN: 0-19-542047-0) Lobby Groups: www.sources.com www.canceradvocacy.ca www.snowbirds.org www.cfs-fcee.ca www.retailcouncil.org www.wwf.ca

www.madd.ca www.leaf.ca www.guncontrol.ca www.afn.ca www.toy-testing.ca www.greenpeace.ca

Other useful web sites: Canadian Legal Information Institute: www.canlii.org Duhaime and Company: www.duhaime.org Code of Hammurabi: www.wsu.edu/~dee/MESO/CODE.HTM Constitution Act, 1867: http://laws.justice.gc.ca/en/const/index.html

Cases for discussion:

rule of law: Roncarelli v. Duplessis, [1959] S.C.R. 121

law and morality: R. v. Dudley and Stevens (1884), 14 Q.B.D. 273

procedural law: R. v. Burke (2001), 153 C.C.C. (3d) 97 (Ont. C.A.)

ultra vires: The Attorney General for Alberta v. The Attorney General of Canada, [2001] 1 S.C.R. 783

Peace, Order, and Good Government (the POGG power) and jurisdiction over fisheries: R. V. Crown Zellerbach Canada Ltd., [1988] 1 S.C.R. 401

Documents

Understanding Canadian LawUnderstanding Canadian Law …schools.yrdsb.ca/markville.ss/mm/oise2005/CLU3E Heritage Unit Plan.… · Understanding Canadian LawUnderstanding Canadian