Sample Unit Plan

Grade 12 Law

UnitTitle:
FoundationsoftheLaw

NumberofLessons:
6

TimeinWeeks:
1.1

Names:
GrantCarsonandSharilynWest
Subject(s):
Law

Grade:
12

Rationale:
ThepointofthisunitistointroducestudentstotheconceptofCanadianlaw.Itisimportantbecausestudentsneedto
developanunderstandingoftheirrightsascitizens,thedifferenttypesoflawintheCanadianjudicialsystem,andhowthejudicial
systemworks.

OverviewandConceptMap:
InordertointroducestudentstoCanadianlaw,wecoverthefoundationsinthefirstsixclassesofthesemester.Thefoundations
includethepurposeoflaw,itshistoricalsourcesandevolution,differenttypesoflaw,differentjurisdictionsinCanadian
government,howlawsaremade,andtheCharterofRightsandFreedoms.Dealingwithintheparametersoftheassignment,the
unitplanpresentedhereonlycoverssixoutofthetenoutcomesfromtheunitinthecurriculum.However,itsstillagoodoverview
ofthefoundationofCanadianlaw.Wehavedifferentmeansofrepresentationthroughouttheunit,fromindividual,smallgroup,
andwholegroupinstructiontoaguestspeaker,andengagingactivitiestohelptheconceptsstick.Aconceptmapisattachedat
theback.

PrescribedLearningOutcomes:
1.1Explaintheneedforandpurposesoflaw
1.2Identifythehistoricalsourcesofourlawsandexplainhowourlawsevolvedandcontinuetochange
1.3Classifylawsbytype
1.4Identifyandexplainthedivisionoffederal,provincialandmunicipalgovernmentalpowers
1.5DescribeandexplaintheprocessbywhichlawsaremadeinCanada
1.6AnalysetheCharterofRightsandFreedomstoidentifytherights,freedomsandresponsibilitiesofCanadiancitizens

PrerequisiteConceptsandSkills:
Communication
Studentsneedtheabilityto:
respectfullylistentoothers
appreciatethevaluesandperspectivesembeddedinfictionandnonfiction
respectotherpointsofview

valuetheimportanceofcommunicationskills

Inquiry
Studentsneedtheabilityto:
valueproblemsolvingskills
appreciatethatthereareavarietyofstrategiestosolveproblemsandmake
decisions
recognizethattherearevariousperspectivesinanareaofinquiry
recognizebiasinothersandthemselves
analyseproblemsfromavarietyofdifferentperspectives
appreciatethevalueofcriticalandcreativethinking

Participation
Studentsneedtheabilityto:
valuebothindependentandgroupwork
learntorecognize,analyzeandrespondappropriatelytodiscriminatory
practicesandbehaviours
takeincreasingresponsibilityfortheirownandthegroupswork
valueselfappraisalandselfadvocacy
valuereflectionasanintegralpartofthelearningprocess
identifywaysofresolvingconflictarisingfromdifferentvaluespositions
demonstratehowgroupsmaysharesomevaluesandagreetodifferabout
others
valuetheimportanceoftakingactiontosupportresponsiblecitizenship

TakendirectlyfromtheLaw120curriculum

TeacherPreparationRequired:
Teachersneedtheabilityto:
recognizestudentsasbeingintelligentinanumberofdifferentways,andencouragethemtoexploreadditional
waysofknowing,bothinsideandbeyondtheclassroom

 valuetheinclusiveclassroomandengagealllearnersinmeaningfulactivities
acknowledgeandvaluethewaysinwhichgender,race,ethnicity,andcultureshapeparticularwaysofviewingand
knowingtheworld
incorporatenewapproaches,methodologies,andtechnologieswithestablishedeffectivepractices
haveanextensiverepertoireofstrategiesfromwhichtoselectthosemostappropriatetothespecificlearningtask
usevariedandappropriateresourcestohelpstudentsachievetheoutcomesinaparticularlearningsituation
provideopportunitiestointegrateknowledge,skills,andattitudes
providerepeatedopportunitiesforreflectionsothatitbecomesanintegralpartofthelearningprocess

TakendirectlyfromtheLaw120curriculum.

CrossCurricularConnections:
LanguageArts
-

Exploreanddiscusstheirthoughts,ideas,andexperiencesandconsiderthoseoftheirpeers
-

Askandrespondtoquestionstoclarifyinformationandexploresolutionstoproblems(e.g.,usinganinterviewformat)
-

Explainpersonalopinionsandrespondtothequestionsandopinionsofothers
-

Listencriticallytoothersideasoropinionsexpressed
-

Contributetoconversations,smallandwholegroupdiscussion,showinganawarenessofwhentospeakandwhentolisten
-

Usewordchoice,toneofvoice,facialexpressions,andgesturesappropriatetothespeakingoccasion
-

Giveandfollowinstructionsandrespondtoquestionsanddirections

ExtensionstoUnit:
Ifstudentsarelookingformoreactivitiesorinformationthanwhatispresentedinclass,someitemsareavailable:
So,youwanttobealawyer?

http://www.law.utoronto.ca/admissions/youthoutreach/soyouwantbecomelawyer
Democracydefined
http://www.parl.gc.ca/about/parliament/education/ourcountryourparliament/TeacherGuide/pdfs/bookletSection1e.pdf
CanadianHouseofCommonsandtheSenate
http://www.parl.gc.ca/about/parliament/education/ourcountryourparliament/TeacherGuide/activitiessect2e.asp
OfficialLSATpracticetest
http://www.lsac.org/docs/defaultsource/jddocs/sampleptjune.pdf

UniversalDesignforLearning(UDL)andDifferentiatedInstruction(DI):

MultiplemeansofRepresentation:
1.1Offerwaysofcustomizingthedisplayofinformation
useavarietyofvisual,auditory,andkinestheticmeansof
representationwithineachlesson.Thesecanrangefrompowerpoints,differentstationswithactivitiesforstudentstocircle
through,orsongsandvideoclipsrelevanttothelesson.

MultiplemeansofAction&Expression:
4.1Varythemethodsforresponseandnavigation
allowstudentstheopportunitytomovearoundfordifferentactivities.Have
studentsusetheclassroomasanareawithdifferentstationsormovearoundandhavediscussionwithstudentsintheirgroups
andinothergroupsaswell.
4.2Optimizeaccesstotoolsandassistivetechnologies
perhapsbookcomputerlabtimeforstudentstolookatmapsanddo
lightresearcharoundtheirgoals.Providewebsiteswithgrade4levelmaterial.
5.1Usemultiplemediaforcommunication
Varythemethodsofcommunicationusingmultipleintelligencesandlearningstyles
asaguide.
5.2Usemultipletoolsforconstructionandcomposition
Assureanyclassroommaterialsareavailablesuchasconstruction
paper,artsupplies,mapsetc.
6.2Supportplanningandstrategicdevelopment
buildmorecomprehensivedailylessonplansastheunitprogresses.If
somethinggoeswrongensurethelessonplansarechangeableandworkabletorollwiththepunches.
6.4Enhancecapacityformonitoringprogress
Ensuregoodclassroommanagementoccursbyprovidingresponsivemonitoring
andfeedbackduringclasstime.Alsoassessthestudentsastheunitprogressestoensuretheyareontherighttrack.

MultipleMeansofEngagement:
7.1Optimizeindividualchoiceandautonomy
Modifytheactivitiesandmethodsofassessmenttoallowstudentstoexpress
themselvesinthebestwaytheycan.Thelessonplanswillhaveindividualizationinherentintheirdesign(thestudentsfocuson
theirowncultureandethnicities,forexample).
7.2Optimizerelevance,value,andauthenticity
Ensurethestudentsareawareoftheimportanceoftheunit.Stresspoints
aboutmulticulturalacceptanceandhowitisrelevanttotheirlifeinthe21stcentury.
8.2Varydemandsandresourcestooptimizechallenge
Whencomingupwithactivitiesandmethodsofassessmenttocover
7.1above,urgestudentstotrydifferentactivitieseverynowandthentobeoutoftheircomfortzoneforsomeofthetime.

8.3Fostercommunityandcollaboration
Organizetheinclassworktoinvolvesomeindividualworkalongsidegroupwork.
Groupworkiskeyinfosteringcommunity,especiallywiththecontentoftheunitplanandinvolvingmulticulturalism.

Resources
1. http://www.telegraph.co.uk/news/worldnews/africaandindianocean/somalia/1483442/Therearenolaws.Weareinacount
rywherenoonecancontrolanyoneelse.html
2. http://www.lawlessons.ca/lessonplans
3. http://www.courtinformation.ca/canadajusticesystem/lawsandyou
4. http://ssrsbstaff.ednet.ns.ca/aripley/introduction_to_law.htm
5. http://content.moneyinstructor.com/1796/lawclassifying.html
6. http://www.cscjaacjcs.ca/criminal_civil_lawen.asp?l=4
7. http://www.parl.gc.ca/about/parliament/senatoreugeneforsey/touchpoints/touchpoints_contente.html
8. http://www.duhaime.org/LawMuseum/CanadianLegalHistory.aspx
9. http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128207
10. http://www.classbrain.com/artteensm/uploads/mocktrialguide.pdf
11. http://www.cbc.ca/news/canada/ottawa/pregnantperuvianwomanfightsforquebechealthcard1.2978775
12. http://www.lawlessons.ca/sites/default/files/handouts/Handout131.pdf

Lesson#and
Title(Timein
Minutes)

Lesson#1(60
mins)

Outcomesin
Lesson

1.1Explainthe
needforand
purposesof
law

a) Outcomesin
Student
Friendly
Terms
b) Teaching
Strategies
A.
SWBATexplainthe
purposeandneedfor
lawsineverydaylifeas
aCanadian

B.
Teachingstrategies
willincludehandson
workaswellas
scenariobasedand
discussionquestions
tokeepstudents
involvedinthelesson

AssessmentStrategies

LessonActivities

Assessmentof
learning:
Basedonthe
desertislandsimulation,
listthemainlawsneeded
tomaintainacivilsociety.
Justifyyourchoices.
Studentshandintheir
workattheendofclass

Assessmentfor
learning(peer):
Teacher
asksstudentsto
informallyassesseach
othersideasduring
discussions

Assessmentfor
learning(teacher):
Teacherinformally
assessesdiscussion

APK&BellWork:

Writeaboutaworld
withoutlaw.Whatarethe
advantages?The
disadvantages?

Studentsaretoldtheyare
maroonedonadesert
islandandaskedto
discuss:Whathappens?
Whatrulesareneeded?
Why?Howarethey
made?

LessonPortion:

ShowclipfromLordoftheFlies

Discussasagroupwhathappened
intheLordoftheFliesandwhat
basiclawsareneededtoliveevery
daysafelyandefficiently.Also
discusswhatthepurposeand
needforlawis.

ActivityPortion:

SQ4R(Survey,Question,Read,
Recite,Review,Reflect):
Before
studentsbeginreading,havethem
surveythetitle,headings,
subheadings,textboxes,and

Material(SpecifictoThis
Lesson)

Notebooks
Computers
Paper
Articleforstudentsto
read
Chartpaper
Chartmarkers

bolded,italicizedandunderlined
terms.Studentsshouldturnthe
titles,headings,etc.intoquestions
thatneedtobeansweredbythe
reading.

Studentswillreadthefollowing
articleindividually:
http://www.telegraph.co.uk/news/w
orldnews/africaandindianocean/so
malia/1483442/Therearenolaws.
Weareinacountrywherenoone
cancontrolanyoneelse.html
(AnaccountofSomaliawhenthe
governmentcametoastandstill
andtherewerenolaws)

Studentsfindtheanswerstothe
questionstheyformedwhile
surveyingthereading.Encourage
studentstoreducetheirspeedfor
difficultpassagesandstopand
rereadpartswhicharenotclear.
Studentsshouldthenorallyrecite
theanswerstotheirquestionsand
summarizethereadingintheirown
words.Reviewthekeyfacts,
importantdetails,andmainpoints
ofthereadingwithstudents.

Reflectonthereadingwith
studentstocheckfor
understandingandanswerany
questions.

Closureactivity:
Havestudentsingroupspresent
theirfindingsfromthearticle

activity.
Lesson#2(60
mins):

1.2Identifythe
historical
sourcesofour
lawsand
explainhow
ourlaws
evolvedand
continueto
change

A.
SWBATdescribe
fivelandmarksin
Canadianlegalhistory

SWBATidentifywhat
commonlawmeans
andhowitappliesto
Canada

B.
Teachingstrategies
includesmallgroup
instruction,whole
groupinstruction,a
jigsawactivity,andan
exitticket

Assessmentfor
learning(peer):
Students
informallyassesseach
othersideasinjigsaw
activity

Assessmentfor
learning(teacher):
Teacherassessesthe
jigsawactivity

Assessmentof
learning:
Exittickets

APK&BellWork:
KWLChartWhatdoyouknow
aboutthehistoryoflawinCanada
andwhatdoyouwonderaboutthe
historyoflawinCanada?

Lesson/Activity:
Intheirgroups,studentswillbe
givenatopicthatrelatestoa
timelineoflegallandmarksin
Canadianlegalhistory.Intheform
ofajigsawactivity,eachgroupwill
highlighttheimportantpartsoftheir
legallandmarkandwillpresent
theminchronologicalorder.There
willbefivelandmarksintotal.They
are:

1867:Constitution
http://www.duhaime.org/LawMuseu
m/CanadianLegalHistory/LawArticl
e1642/1867ABritishNorthAmeri
caAct.aspx

1869:GenesisofSupremeCourt
http://www.duhaime.org/LawMuseu
m/CanadianLegalHistory/LawArticl
e144/1869ASupremeCourtofC
anadaActI.aspx

1892:CanadasCriminalCode
http://www.duhaime.org/LawMuseu
m/CanadianLegalHistory/LawArticl
e94/1892CanadasCriminalCode
.aspx

Whiteboard/markers
Topicsforactivity
Articleforlesson#2
Paper
Pen

1914:LastofRacistLaws:
http://www.duhaime.org/LawMuseu
m/CanadianLegalHistory/LawArticl
e584/1914ChinamanRacismInL
aw.aspx

1981:GenesisoftheCharterof
RightsandFreedoms
http://www.duhaime.org/LawMuseu
m/CanadianLegalHistory/LawArticl
e583/1981CharterofRightsand
Freedoms.aspx

LessonPortion(2):
Afterthisiscomplete,theteacher
willinstructtheclassbygoing
throughthisarticle:
http://www.lawlessons.ca/sites/def
ault/files/handouts/Handout121.p
df

Thearticledescribeswhat
commonlawmeans,andstudents
willberandomlyselectedtoask
questionsbasedonwhatthe
teacherpresents.

Closure/Activity:
Finally,studentswillreceivethe
commonlawarticleasahandout
andwriteanexitticketdescribing
howcommonlawallowslawin
Canadatocontinuallychange.
Lesson#3(60
mins):

1.3Classify
lawsbytype

A.
SWBATdescribe
criminalandcivillaw

Assessmentfor
APK&Bellwork:
learning(peer)
:Students

Studentswilllookata
informallyassesseach
famouscaseoflawandtry

Textbook
Newspaper
Computeraccess

SWBATclassify
differenttypesoflaw
thatfallundereither
criminalorcivillaw

B.
Teachingstrategies
includetimefor
individualwork,whole
groupinstruction,small
groupinstruction,
jigsawactivity,and
quickwrites

othersideasinjigsaw
activity
Assessmentfor
learning(teacher)
:
Teacherassessesthe
jigsawactivity

Assessmentof
learning:
Quickwrites

toestablishwhattypeof
lawisinquestion
Discussiontotoshareall
thedifferenttypes,butthat
therearetwomaintypes
oflaw.Havestudents
reviewanddiscussthe
typesandwhattheythink
eachisresponsiblefor
beforelookingintheir
textbooktocompletetheir
notes.

LessonPortion:
Studentswillreviewthetwomajor
typesoflaws,andthesubsections
ofeach.

http://content.moneyinstru
ctor.com/1796/lawclassifyi
ng.html

http://www.cscjaacjcs.ca/c
riminal_civil_lawen.asp?l=
4

Explainthatthetwomaintypesare
CriminalandCivil.Ensurestudents
understandthattherearemore
thanjustthemaintypes,butthat
thesearetypicallybroughtup
whendiscussinglaw.

ActivityPortion:
Followingthelesson,studentswill
beputintopairsoftwo.Theywill
searchthroughtheirlocal
newspapertoclassifycurrent
casesinthenewsaccordingtothe

Paper
Pens

typeoflawconcerned.

StudentswilluseShare/Pair
Circles:havestudentsformtwo
circles,withtheinnerandouter
circlesfacingeachother.Forlarger
classes,therecanbefourcircles.
Readaloudquestionsor
statementsregardingdifferent
typesoflawandhaveeachpair
discussthewhattheythinkitis
together.Witheachnewquestion
orstatement,havetheoutercircle
rotatetocreatenewpairs.
http://ojen.ca/sites/ojen.ca/files/res
ources/Introduction%20to%20Ever
yday%20Law_0.pdf

ClosureActivity:
Studentsmustdoaquickwrite
aboutwhatlawtheyfindwouldbe
mostuseful,andhowitshapes
theireverydaylives.
Lesson#4(60
mins)

1.4Identifyand
explainthe
divisionof
federal,
provincialand
municipal
governmental
powers

A.
SWBATdefine
differentdutiesofeach
sectionofgovernment

SWBATcompare
differentdutiesofeach
sectionofgovernment

B.
Teachingstrategies
includewholegroup
instruction,discussion,

Assessmentfor
learning(peer):
Teacher
asksstudentsto
informallyassesseach
othersideasduring
discussions

Assessmentfor
learning(teacher):
Teacherassesses
discussion

APK/BellWork:
Teacherwillmakeachartonthe
boardwithFederal,Provincial,and
Municipalbeingthecategories.
Studentswilldrawpiecesofpaper
withdifferentgovernmentservices
writtenonthemfromahat(water
treatment,transportation,health
care,etc.)andplaceitunderthe
categorytheythinkitbelongsto.

Whiteboard/markers
Computeraccess
Newspaper
Paper
Pens

problemposing,and
studentreflection

Assessmentof
learning:
Quickwrites

LessonPortion:
Teacherwillbringupthislink:
http://www.parl.gc.ca/about/parliam
ent/senatoreugeneforsey/touchpoin
ts/touchpoints_contente.html
Teacherwillusewholeclass
instructiontogivestudentsanidea
ofwhateachsectionof
governmentisresponsiblefor.
Studentswillbeinformedtheywill
beusingthisinformationforthe
comingactivityandtokeepgood
notes.

ActivityPortion:
Studentswillclassifycurrentissues
inthenewsaccordingtothelevel
ofgovernmentthathasjurisdiction.
AllexampleswillcomefromCBC
becausethewebsitehasnational,
provincial,andmunicipalsections.
Thisway,studentswontbeableto
guessbasedonthemedium
(TimesandTranscriptvs.Globe
andMail,forexample).News
articleswillhaveapossibilityof
multipleanswers,forexample:

ApregnantPeruvian
womanwhoisfightingfor
aQuebechealthcard
(couldpertaintoprovincial
healthcareorfederal
immigration)
http://www.cbc.ca/news/ca
nada/ottawa/pregnantper
uvianwomanfightsforqu
ebechealthcard1.29787

75

Otherarticleswillbebroughtup
thatarecurrentatthedateofthe
lesson.Theteacherwillproblem
poseduringthestudents
discussionstoensuretheyseethe
issuefromallsides.

Closure:
Studentswilldoaquickreflection
onthedayslessontohandinas
anexitticket.
Lesson#5(60
mins)

1.5Describe
andexplainthe
processby
whichlawsare
madein
Canada

A.
SWBATdescribe
howlawsaremadein
Canada

B.
Teachingstrategies
willincludewhole
groupinstruction,small
groupinstruction,and
handedinassignments

Assessmentof
learning:
Studentswillbe
assessedonthelawthey
createdandifitsinline
withwhatthespeaker
described

Assessmentfor
learning(peer):
Teacher
asksstudentsto
informallyassesseach
othersideasduring
discussions

Assessmentfor
learning(teacher):
Teacherassesses
discussion

APK&BellWork:

Studentswillworktogether
asagrouptorecallthe
threetypesofgovernment

Togetherwiththeteacher,
thestudentsmustrecall
whatthethreepartsof
governmenteachdo.

GuestSpeaker

/Lesson:
InvitethelocalMP,MLA,Mayoror
councillortospeakonthelaw
makingprocess.

ActivityPortion:
Followingthepresentationofthe
localMP,MLA,orMayor,students
willbeplacedintogroupsandwill
beresponsibleforcreatingtheir
ownlawbyfollowingtheright
sectorsofgovernmenttodoso.If
needbe,theymayusetheir
textbook,computerlab,ornotes
fromthepresentation.

Whiteboard/markers
Textbook
Pen
Papers
LocalMP,MLAor
Mayor
Computerlabaccess

Closure
Think/Pair/Share:Intheirgroups,
studentswillsummarizethelaw
theymade.Thestudentswillshare
theirideasinaclassdiscussion.
Lesson#6(60
mins)

1.6Analysethe
Charterof
Rightsand
Freedomsto
identifythe
rights,
freedomsand
responsibilities
ofCanadian
citizens

A.
SWBATdescribe
themainportionsof
theCharterofRights
andFreedoms

SWBATcomparethe
rightsintheCharterto
arealworldcourtcase

B.
Teachingstrategies
includestudents
involvedin
roleplaying,debating,
wholegroupandsmall
groupinstruction,and
jigsawactivity

Assessmentfor
learning(peer):
Teacher
asksstudentsto
informallyassesseach
othersideasduring
discussionswithinthe
courtroomsetting

Assessmentfor
learning(teacher):
Teacherassesses
discussionduringmock
courtroomsession

APK/BellWork:
Studentswilldiscussintheir
groupshowtheythinkaCanadian
courtroomissetup.Usingthe
studentsideasasabasis,the
teacherwillexplaintheprocess.

Activity:
Studentswillbegivena
copyoftheCharterof
RightsandFreedomsand
ahandoutthat
summarizesthemain
pointsefficiently:
http://www.lawlessons.ca/s
ites/default/files/handouts/
Handout131.pdf.
Theywillbegiven5
minutestogooverthe
informationintheirgroups
Studentswillchoosearole
thatexistsinacourtroom
fromahat(prosecution,
defence,witness,juror,
judge,defendant,plaintiff,
etc.)Theywillbesetupin
thecorrectpositionsand
presentedwithacase
lookedatbeforeinLesson
#4:

Copiesofthecase
CharterofRightsand
Freedomsand
handouts
Pen
Paper
Gavel
Roomsetupina
courtroomfashion
Rolesgiventoeach
student

http://www.cbc.ca/news/ca
nada/ottawa/pregnantper
uvianwomanfightsforqu
ebechealthcard1.29787
75
Teacherwillguide
studentsthroughthe
processusingthis
document:
http://www.classbrain.com/
artteensm/uploads/mocktri
alguide.pdf
Teacherwillensure
studentsmakereference
totheCharterofRights
andFreedomsbefore
makingstatementsand
decisions,andifthey
dont,askthemhowthey
couldrephraseto
accommodatetheCharter.

Closure:
Studentswillmakeadecisionon
theverdictofthecase.Basedon
theverdict,studentswillcomplete
agraffitijigsaw.Intheirgroups,
theywillbeprovidedwithchart
paperandmarkers.Eachpieceof
chartpapershouldhaveatopic,
concept,orwordthatpertainsto
thelesson(jury,guilty,prosecution,
etc.).Givestudents12minutesto
brainstormandrecordtheirideas
onthepaper.Studentswillpresent
theirfindingstotheclass.