1

What are the Big Ideas that we want students to walk away with after this unit? What are the connections to equity and social justice that will be
DESIGN DOWN UNIT EXPLICITLY embedded throughout the learning through the use of the pedagogical framework(s)?
Students will walk away with an understanding of what Human Rights are and how they impact our life in Canada.
TEMPLATE
Students will examine Human Rights in a social justice context. Do Human Rights benefit us all? How do they fail certain groups?
Unit Title: Human Rights in a Canadian Context Students will learn the appropriate steps to report a Human Rights violation.
Strand: Human Rights/ Rights and Freedoms What framing question (s) will guide this unit?
Teachers: Amie, Katheryne, & Paul What are Human Rights? How do these rights affect our daily life in Canada?
What do Human Rights violations look like in the Canadian context?
Grade: Understanding Canadian Law (Grade 11) How do we respond to Human Rights Violation in Canada?
College/University Preparation How, as Canadian Citizens, are we responsible for protecting Human Rights?

Accommodations/Modifications: Resources: Curriculum Areas: C. Rights and Freedoms Assessment of Learning:

Decreased workload:
Option to work in groups
Reduced number of requirements /
expectations per activities
Peer Mentoring
Brainstorming / work periods
Peer-editing
Student-teacher conferencing
Increased time:
Lunch / after school help
Extended deadlines
More time in class for summative
Different mode of response:
Student Preferred methods to show their
knowledge (video, song, etc.)
Allow students the use of technology to
assist for note-taking, assignments
Reading of documents out-loud to the class
Visual aid/manipulatives:
Use of pictures, clips, movies etc. to support
student learning
Use of captions on videos (for a visual aid,
and for deaf and/or hard-of hearing learners)
Writing KEYWORDS on the Board
Overall Expectations
Projector / document C1. Human Rights: explain the legal significance of the Canadian Bill of Rights, the Ontario Human Rights Code, the Students will demonstrate their
camera, laptop Canadian Charter of Rights and Freedoms (the Charter), and the Canadian Human Rights Act
knowledge through their
Computer lab/ participation in a debate,
C2. Development of Human Rights Law: analyse how various factors have influenced and continue to influence the
Student devices development of human rights law in Ontario and Canada through their completion of
Lined Paper
worksheets related to human
C3. Protecting Rights and Freedoms: analyse the relationship between the formal, legal recognition of rights and rights cases, and through their
Online resources (i.e. freedoms in Canada and how those rights are interpreted and protected in practice oral responses to discussion
YouTube clips, questions.
Specific Expectations:
websites, etc.)
C1.1 identify the protections provided by the Charter and provincial and federal human rights codes and explain their
significance Culminating/Summative Task
Film: Democracy
Students will be assessed on
on Trial: The C1.2 describe historical and contemporary barriers to the equal enjoyment of human rights in Canada and the laws
the summative assignment
Morgentaler Affair intended to help people overcome such barriers (e.g., the Canadian Bill of Rights, the Ontario Human Rights Code, the
Canadian Human Rights Act) (memorial task) in which
Lesson Handouts students are to visualize and
and PowerPoints C1.3 describe the legal instruments and procedures available for resolving complaints regarding human rights violations commemorate a human rights
o Human Rights under the Ontario Human Rights Code, the Charter, and the Canadian Human Rights Act (e.g., tribunals, commissions, violation.
Quiz Charter challenges, government acknowledgement or apology, compensation) Students will have time in class
o R.v. Morgentaler to work on the assignment
handout C2.2 analyze how various social factors have contributed to change over time in Canadian human rights law which will include a research
o Human rights
portion as well as an artistic
codes/charter C2.4 analyse landmark cases related to human rights law in Canada and assess their significance
portion (commemoration
Kahoot/Padlet Links
C3.1 explain the significance for human rights in Canada of historical and contemporary laws and judicial and other
activity)
Assignment outlines inquiries/commissions (e.g. the Canadian Human Rights Act; the Ontario Human Rights Code; the Status of Women, or Assessment for this task will be
+ Success Criteria Aboriginal People; the Indian Residential Schools Truth and Reconciliation Commission) based on the success criteria
attached
C4.1 analyze from a legal perspective situations in which a right or freedom may be limited in Canadian law

Assessment for Learning: Success Criteria:

Going into this Unit students will require basic knowledge of the freedoms we experience as Canadians
Students will be asked to use their knowledge of government systems in order to understand how Human Rights relate to citizenship. Students draw connections between Human Rights and how they
Students will be asked to draw on historical situations (learned in grade 10 history) in order analyze these situations from a human rights impact the Canadian population
perspective. Students clearly articulate the responsibility of both citizens and the
government in the protection of Human Rights
Diagnostic tasks throughout the unit will include: Students demonstrate their understanding of Human Rights through
Small and large group discussions about a variety of topics group discussion, debate, worksheets, and the final summative task
Answering guiding questions orally (i.e. what are human rights? Is this situation a Human Rights violation?) Students make Human Rights connections to themselves, other texts
Worksheets to compare and contrast similarities and differences between Human Rights documents and Human Rights commissions/tribunals and the world
Recall of prior knowledge about Human Rights through diagnostic games and discussion boards such as Padlet

2015 Amie Tolton.

Adapted from: 3P Purposefully Planning a Path Unit Planning Tool
 2

(1-2 Days) What are Human Rights? An Introduction Learning Goal:
Students should be beginning to question
Minds On/Key Questions: the notion of a right, in terms of what it
Ask the students, What are human rights? Why do we have them? (Think, Pair, has meant historically, what it means
Share) now, and particularly what it means to
https://www.youtube.com/watch?v=oh3BbLk5UIQ A video highlighting the complexity them.
of human rights. This is a video where students can share in the idea that they dont Students should also be beginning to
necessarily know everything there is to know about the term human rights and what it make connections between the rights and
means freedoms, and their lives today, i.e., why
they are in school.
Action:
Understanding how the student/community is protected by human rights documents Success Criteria:
against crimes such as assault, theft, harassment, and discrimination, etc. A successful student will show interest in
Guest speaker(s) from the LAWs program (if applicable) to make genuine connections the material/discussion through
between students classes, law, and their rights in and out of the classroom. participation, intrigue, or other positive
response mechanisms.
Consolidation:
At the end of the presentation/discussion, students will all be given exit cards, and be Furthermore, a successful student will
asked to think of one question they have about a human right they have had an also have little/no issue thinking of a
experience with or heard about, in order to discuss these questions in the next lesson question to write on their exit card, as the
in the context of the official documents that pertain to their varying questions. issue and topic are so broad that an
infinite amount of questions have the
potential to be asked.
Connections to Social Justice: Assessment As/For/Of Learning
Through this new knowledge Assessment will begin as a process of
and later questioning, evaluating and activating prior
students have the opportunity knowledge, learning and discussing
to gain agency and students personal experience with
understand more about how human rights issues inside and
the law surrounding human outside of school and acquiring new
rights works in their lives, and understanding through class-wide
in the lives of others around discussion.
them
Students will be informally assessed
through listening to their think, pair,
share sessions, as well as through
analyzing group discussions, as well
as student comments during the
LAWs presentation

(2-3 Days) Universal Declaration of Human Rights, Canadian Charter of Rights and Learning Goal: Connections to Social Justice: Assessment As/For/Of Learning
Freedoms, Canadian Human Rights Act and Ontario Human Rights Code The primary goal of this lesson is to
deconstruct these large, wordy Students are given the During the various lessons on these
Minds On/Key Questions: documents and bring them down to a opportunity to feel more extensively wordy documents,
What do these documents actually mean? Do they mean the same thing to everyone? relatable, understandable level that empowered and understand students should be looking to ask
Does everyone have rights, really? students can connect personally with. they have rights and freedoms questions of time, not take them for
How can we each connect to rights individually, as a class, community, etc.? that they should appreciate. face value, and understand that just
Success Criteria: However, these lessons and because a right is written, does not
Action: A successful student will be making the unit as a whole should mean that every citizen has access to
Historical and modern examples of protection by the Declaration, connections from not only the previous highlight the idea that just them, for reasons of race, religion,
physical copies of the document to look over in groups class (exit cards) but also through their because an individual has finance, gender, etc. If students can
breaking down the document into chunks as to not be overwhelmed personal experiences in regards to these these rights, does not always identify these issues, they really
https://www.youtube.com/watch?v=YAIM1qzO9_w YouTube videos and other Canadian and Global documents. mean they apply to everyone, understand the importance of human
multimedia platforms to explore different perspectives on rights, i.e. Take Action! A for various reasons of rights activism.
Guide to Active Citizenship: How to Change the World Students should also have enough of an structural violence
An important question to pose: Are these rights accessible to everyone? why or why understanding of the purpose of each
not? What are the reasons for people being able/unable to take advantage? document to correctly sort through cut and paste sheet with quotes from
quotations and identify where they belong. each document to sort at the end of
Consolidation: the lesson(s) to assess students
To attempt to solidify and clarify students knowledge of each document, they will be understanding of the various
given a cut and paste sheet with quotes from each document to sort. documents

2015 Amie Tolton.

Adapted from: 3P Purposefully Planning a Path Unit Planning Tool
 3

(2 Days) How are Human Rights Complaints Reported and Resolved? Learning Goal: Connections to Social Justice: Assessment As/For/Of Learning
To gain an understanding of the processes Allows students to see a
Minds On: Give students the Human Rights Quiz handout. Have students respond to the available for reporting a Human Rights connection between
situations and discuss their responses in small groups with the class (Situations relate to violation and the kinds of remedies used protected rights and how Assessment For Learning
landlord discrimination, discrimination/harassment at work, discrimination at school, etc.) citizens can personally Assessment of previous knowledge
Ask students: What would you do? How would you address each violation if it To understand what constitutes grounds for a ensure their rights are through taking up the Human Rights
happened to you? Federal human rights complaint, vs. grounds adhered to. Quiz handout
for a Provincial human rights complaint
Action: Using the following websites and videos Compare and contrast the differences These methods of reporting Assessment OF Learning
between the Human Rights Tribunal of Ontario (HRTO) and the Canadian Human Rights Success Criteria: human rights violations are Teacher Feedback is given on Venn-
Commission (CHRC) Explain the differences between the HRTO options for all individuals Diagram
Day 1: Focus on Provincial Complaints (HRTO) and the CHRC including which complaints go regardless of social class, o Take up in Class and will be
Day 2: Focus on Federal Complaints (CHRC to which reporting agent race, ethnicity, gender, etc. collected for homework
https://egale.ca/faq-human-rights-complaint/ completion
http://www.canada.pch.gc.ca/eng/1448633333941 Outline the process for submitting a complaint
Canadian Human Rights Commission: http://www.chrc-ccdp.gc.ca/ to the HRTO and CHRC Assessment AS Learning
Human Rights Tribunal of Ontario: http://www.sjto.gov.on.ca/hrto/ Self-assessment throughout class
http://www.ohrc.on.ca/en/faqs Can explain which Human Rights Codes/Acts discussions and answering of the
HRTO YouTube Clip: https://www.youtube.com/watch?v=BbHJaV5m2hQ are covered by the HRTO and CHRC major lesson questions.
Self-reflection on take-up of Human
Focus on answering the following questions: Can give examples of the retribution given by Rights Quiz.
What is the purpose/goal of each commission? the respective Tribunals/Commissions
What Human Rights Act/Code do they cover?
How can someone file a complaint with each tribunal/commission? Can explain the types of human rights
What type of retribution/remedies does the tribunal/commission provide? violations that complaints may be based on

Have students work in small groups to create a Venn-Diagram of the similarities and
differences between the tribunals/commissions that you explained in class. Take up the Venn
Diagram as a class and have students add to it if necessary.

Consolidation: Have students write down 3-5 things they learned from today before leaving
class. Encourage students to visit Canadian Human Rights Commission Website and Ontario
Human Rights Tribunal for more information.

2015 Amie Tolton.

Adapted from: 3P Purposefully Planning a Path Unit Planning Tool
 4

(2 Days) Human Rights Law - Landmark Cases R.v. Morgentaler Learning Goal: Connections to Social Justice: Assessment For/As/Of Learning
To understand the process for challenging
Minds On: Ask the class: Can you think of any examples where our societal/religious beliefs a Human Right violation in court
go against our Charter of Protected Human rights? (Discuss)
to learn how societal/religious beliefs
Introduce the film Democracy on Trial: The Morgentaler Affair impact human rights and whether or not
Introduce context and discuss plot they are protected
Ensure students are aware of the controversial nature of the case and advise them to For example: Why are some
think critically about the courts decision when watching the film
Encourage students to take notes on key components of the film, their opinions on the Success Criteria:
film content, and any questions they have about the case
Students Can:
Action: Play the documentary Democracy on Trial: The Morgentaler Affair (Length 58 mins) Explain the R.v. Morgentaler case as well
Film found at https://www.nfb.ca/film/democracy_on_trial/ as describe its significance for womens
Students will jot down notes, opinions, and questions throughout the film rights. Students can examine how
Consolidation: After the film, have students complete the R v. Morgentaler handout. Describe why this case is important in
Have students discuss their answers in small groups (self-reflect and evaluate each terms of the protection of Charter rights
others answers) and then share with the class.
Outline how the case has affected
modern-day including benefits and
drawbacks related to the case
(1 Day) Human Rights Law - Landmark Cases R. v. A.M Learning Goal:
To learn how human rights and Charter
Minds On: Get students interested by planting fake money and a fake stolen phone in one of rights protect Canadians in a legal context
the students desks. Make sure this student and 2-3 others are in on the prank. Begin the (within civil, criminal law)
class by saying I heard a phone was stolen yesterday. Search 2 desks and then find the To understand how criminal cases may be
planted phone and the money in the 3rd desk. Tell that student (who is in on it) they are in overturned due to the infringement of a
trouble for stealing and must go to the office. Have them leave the room and then come back Charter right
in. To understand the subjective nature of the
Discuss with the class, Do you think this search was fair? Why or why not? Was it define human rights Students will examine how
reasonable? Why or why not?
Success Criteria:
Action: Read out-loud a summary of the details of the following Supreme Court of Canada Students will form an opinion on the case
case and provide the case summary handout to the students. DO NOT read the Courts and will use appropriate evidence to
decision. Case and summary handout can be found here: http://ojen.ca/en/resource/landmark- justify it to the class
case-sniffer-dogs-school-searches-and-the-charter-r-v-a-m Students will articulate themselves in a
professional manner throughout the
Hold a mini debate. Was this case a violation of Charter rights? Have students go to debate
a side of the room that matches their opinion. Students will use professional and
Give students time in their groups to decide on some key points to prove their opinion. diplomatic language at all times
Have students jot down their key points in a debate organizer and justify their opinions.
Have students justify their opinions back and forth to the class. Students will be able to discuss the
implications of human rights being a
Consolidation: Read the Court decision for the case. Ask students, Why do you think this subjective interpretation
was the outcome, Why was the decision so divided? and What can we learn from the
examination of this case?
An opportunity for students to Assessment FOR Learning
discuss the protection of
human rights as it applies to
various groups of people.
human rights held up more Assessment AS Learning
for men than for women?
How does this power
dynamic effect how human
rights are interpreted?
judges personal biases may
affect appropriate social
justice, such as for women in
this case.
Connections to Social Justice:
Students can draw
connections to power
standing in regards to human
rights (for example the power
relationship between student
and teacher)
this power relationship
affects ones ability to fight
for their human rights
Does a lower power standing
mean less opportunity to
protect your rights and
freedoms?
Informal teacher feedback on
Morgentaler class discussion
questions to be shared with the class
Self-reflection and peer evaluation of
Morgentaler discussion questions
Assessment As/For/Of Learning
Assessment FOR learning
Teacher feedback on debate
responses. The teacher will be
encouraged to draw out student ideas,
and ask students to elaborate where
necessary.
Assessment AS Learning
Peer feedback will be given
throughout the debate about whether
points are relevant and interesting
Assessment OF Learning
Groups will be assessed on their
Debate points, use of language, and
diplomacy.
Groups will hand in debate organizer
to aid the teaching in forming the
assessment.

2015 Amie Tolton.

Adapted from: 3P Purposefully Planning a Path Unit Planning Tool
 5

(2-3 Days) Residential Schools, A Canadian case of Human Rights Violations Learning Goals: Connections to Social Justice: Assessment As/For/Of Learning
We are learning about the
Minds On: acknowledgment of the land and whose This is an opportunity for Assessment FOR Learning:
Begin the class with an acknowledgment of the land land we are situated on students to: Diagnostic activities include:
o Debrief what it is and why it is important that we do it daily We are learning about the Canadian Examine the perspective of Classroom discussion on the
Acknowledge that todays class may touch on some difficult/sensitive topics Residential school system and its Indigenous people, people Acknowledgement of the Land
o Remind students that the classroom is a safe space, that we encourage them to impacts on the Indigenous community who are not part of the Padlet activity on Residential schools
speak their truths. Offer support to students and encourage one them to support We are identifying the precursors to dominant narrative + debrief
one another as well Residential schools and the legal Provide a voice to people
Have students complete a Padlet activity: documents and policies that enabled who are otherwise silenced, Assessment AS Learning:
o What do we know about Residential Schools? their existence oppressed or dismissed Talk aloud / classroom discussions
o Encourage students to use their devices to share all they know on the topic, We are identifying the ways in which Hearing the first-hand about:
even if that means writing down that they know nothing Residential Schools are a violation of accounts/experiences of o The series of YouTube clips
o Debrief what students have written on the Padlet, the focus could be on: Human Rights members of the Indigenous watched + subsequence
Common themes or ideas We are establishing a connection with community debriefs)
Questioning why students know so much or so little the Indigenous community and Examining the legal Dissection of the Indian Act activity
Action: discovering our relationship within it documents and policies that Human rights articles placemat
Show students the Canadian Residential School Propaganda video, 1955 We are learning about the legal and enabled the Canadian activity
o https://www.youtube.com/watch?v=s_V4d7sXoqU historical significance of Residential government to create
o Why do you think parents would want to send or allow their kids to go there? schools as a human rights violation Residential schools Assessment OF Learning:
Show a series of other clips that show the horrors that took place at Residential Optional mini-presentations on
schools, interviews with survivors etc. Success Criteria: specific residential schools
o Show a map of all the residential schools across Canada and discuss some of Students are participating in all
the statistics behind them classroom activities, speaking and
o How has this changed your perspective or understanding of residential schools? sharing their truths
How did this happen? Have students dissect The Indian Act, the legal document Students are activating prior knowledge
behind the residential school system from outside the classroom and building
o Assign small groups of 3-4 different sections of the Act (the status of women, on their understanding of Residential
residential schools, the creation of reserves, enfranchisement, etc.) that they will schools in a legal context
have to report back on to their peers Students can identify how Residential
Have students complete a placemat activity that has them examine which human rights schools are a violation of human rights
were violated at Residential schools (referencing specific articles)
o The different freedoms, rights or articles that are violated by the existence of Students are applying legal frameworks
Residential schools and critical thinking lens to their work
o This could be done either with expert groups, rotating stations, mini- Students are using appropriate
presentations terminology
Optional: have students explore specific residential schools from across Canada and
prepare a 2-3 minute presentation on their findings and the violations that occurred
there specifically
o Teachers could look to this website for residential schools to assign:
http://www.anglican.ca/tr/histories/shingwauk/

Consolidation:
Have a Residential school survivor or community elder come in to speak about their
experiences and the intergenerational impacts of Residential schools in Indigenous
communities
o Encourage students to interact and ask questions
o This could be an opportunity to transition into the topic of the TRC, legal
changes, and compensation for survivors (their legal responsibility to prove
being subjected to harms way, etc.)
o If possible, teachers should try to arrange a visit to a Residential school so that
students could see what they looked like and that they closed relatively recently

2015 Amie Tolton.

Adapted from: 3P Purposefully Planning a Path Unit Planning Tool

1 Week: Summative Inquiry Project: Researching Human Rights Violations Learning Goals:
(see memorial assignment for all the specifics about the assignment) We are working collaboratively to
research international human rights
Minds On: violations
Review expectations for the inquiry assignment We are applying our understanding of
Provide students with teacher example examining Residential Schools as a Human human rights and legal principles to our
Rights violation (based on the previous lesson) research
We are thinking critically about the
Action: information we acquire, questioning its
Students pick their groups and the human rights violation for their validity and
research/presentation and begin working through the steps of the assignment We are analyzing the significance of the
Students will then be given 2 in-class work periods to collaborate with their group to human rights violation and their impact
complete their research and begin working on their presentations We are using appropriate terminology
o Teacher should book a computer lab / encourage students to bring their
technology to class for that week Success Criteria:
o Students should be following the list of guiding questions provided to them to Students researched and developed
help them with their research their understanding of an international
o During the in-class work periods, students should also arrange to conference human rights violation
with the teacher to ensure they are on the right track Students have used both primary and
Whether it be in class or on their own time, students should also be working on creating secondary sources in their research
their final presentation and coming up with an idea for their commemoration activity Students have analyzed both the legal
o Students should be following the instructions and requirements outlined for and historical significance of the human
them in the assignment package as they work through their inquiry rights violation
Students have made connections to
Consolidation: themselves and the world around them
Students will then present their human rights violation; their research and Students have shown evidence of
commemorative activity to their peers effective presentation skills
o For those students who arent presented, they will be required to track their Students have created and led an
learning in the graphic organizer that they are provided and will submit at the interactive activity that encourages their
end of all the presentations (see memorial assignment) peers to think critically about and
commemorate the human right violation
presented
Students are actively participating in the
presentations of their peers and
documenting their learning
Students have followed the assignment
outline and included all required
components
2015 Amie Tolton.
Adapted from: 3P Purposefully Planning a Path Unit Planning Tool
Connections to Social Justice:
This is an opportunity for
students to:
Examine the perspectives
of individuals/groups that
are not part of the
dominant narrative
Provide a voice to people
who are otherwise
silenced, oppressed or
dismissed
Discuss the importance
of equality of rights for all,
regardless of race,
religion, gender, etc.
Make connections with
and place themselves in
a history of
disenfranchised people
6
Assessment As/For/Of Learning
Assessment AS Learning
During the in-class work periods,
students will be encouraged to
conferencing with the teacher to
ensure that they are on the right track
with their research and ask any
outstanding questions
As their peers present, students will
be required to track their learning in
the graphic organizer provided to
them. At the end of presentations,
students will be required to submit
these for completion marks
Assessment OF Learning:
This inquiry assignment will serve as
the summative for the unit on Rights
and Freedoms
Students will be required to apply the
skills theyve developed and their
understanding of legal concepts and
frameworks from previous units to
their research and presentation
Students will be evaluated on:
o Their research and process
work
o Their presentation (content
and visual representation)
o Their commemorative activity
and debrief
o Their communication and
leadership skills