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Lesson Plan for Expectations, Rights, and Responsibilities Overview: Students will gain exposure to and understanding of the

expectations, rights, and responsibilities they will encounter/ be due as employees in Canada/ Alberta. Students will have a variety of case studies to assess, investigate relevant information, problem solve to find a solution, and describe the solution they come up with. Objectives: Students will identify Occupational Health & Safety requirements of selected jobs. Students will describe WHMIS, and understand the materials and implications of WHMIS and WHMIS certification. Students will examine the Employment Standards Code, and apply it to specific workplace circumstances. Students will examine materials regarding the Workers Compensation Act, and will understand how these legalities could affect them in their work and education (AB Learnings Off-Campus Education students/ policy). Assessment: Students will be assessed on the solutions they come up with for each case study. They must incorporate information from the documents, and must specify which document supports the solution they have identified and applied to each case study. Modification: Marks could be based on completion, or a single random case study could be marked for each student, with marks given for the one selected rather than individually assessing all 4 case studies completed. Materials: ERR Case Studies ERR Investigation Handout Links to materials (see list prior to Case Studies below) WHMIS materials Copies of the Employment Standards Code Copies of the WCA AB Learning Policies Document Occupational Health and Safety Material (from Public Health, companies, etc.) Time Frame: The projected time frame for this section of the CTR 1010 course module is 2 classes. You may choose to lengthen this (if you are adding the Simulated Courtroom Option) as desired, to a suggested 4 days total.

List of Resources: (You may choose to print these, or have students use laptops, ipads, or even personal devices to look up the links.) WHMIS Classifications - Employment Standards Code Hardcopy (80 pages) Young Workers Version (substantially fewer pages) - give to all students? Employment Law Pamphlet Employment Standards Guide Pamphlet Employment Standards Guide for the Hospitality Industry Off Campus Learning (200 pages - DO NOT PRINT) Booklet Employers Handbook: Employment Standards Code WCB Alberta Young Workers Resources Trade Secrets (Alberta Apprenticeship Board)

Class 1: Getting to Know the Materials Have students familiarize themselves with the following materials (in pairs, groups, or could be done as a class if preferred), and discuss significance of each one, what it is for/ when you would use this service. Students must familiarize themselves with. Students should first familiarize themselves with the material by answering the questions related to each governing body. Students will be given materials and sources to work from to answer the questions related to each institution/ governing body. Materials: You may choose to print materials, or you may opt to book a laptop cart or iPad cart to have students use the links. A combination of the two may also be helpful. Organizations & Documents to be Examined: Workers Compensation Board WHMIS Labor Standards Employment Standards Code Alberta Off-Campus Learning Procedure: Have students answer the following questions about the organizations/ documents listed above on a sheet of loose leaf. 1. What does this organization do? (Purpose) 2. What kinds of problems does this organization deal with? 3. What kinds of situation might require me to connect with this organization? (When would I use their services?) Give an example. WHMIS: Have students answer and record the following WHMIS information, using the links and/ or printed materials available (Suggestion: complete this section as the class model for this activity). 1. 2. 3. 4. 5. Identify & record what WHMIS stands for. (Workplace Hazardous Materials Information System) Explain what WHMIS is. Draw & identify WHMIS symbols and the meaning associated with each symbol/ picture. Identify both employer and employee responsibilities regarding WHMIS. Describe available WHMIS certification (how would one go about becoming certified, for what purposes).

Students will then complete 3 of the following case studies, using sources they have examined in the previous class. Case Study Resources: See list above.

Class 2: Case Studies Time Frame: 15- 20 minutes per case study Please Note: Case studies can be replaced with courtroom activity (see below), but should require students to examine all materials they have reviewed in the familiarize yourself with the materials class. One or the other activities (Case Studies or Simulated Courtroom) may be completed to achieve the outcomes of this section of the CTR 1010 course. Both activities could be completed if time permits/ if you choose to do so. Introduction: Have students examine the ERR Case Study handout, ensure students understand what is expected of them. Have students answer, in point form or complete sentences, all questions about each of the three case studies they are working on. Students must use materials associated with each case (and others if necessary) to provide evidence about how each situation would/ should be dealt with according to these standards and laws. You may want to provide hard copies and links to materials for students. Laptops, ipads, personal devices would all be helpful and supportive to use. Case Studies Materials: Print and have one case study and associated materials to be examined at different places in the classroom (kind of like centers). Note: If you are opting to complete the Simulated Courtroom Environment, you may choose to use Case Study #6 as your focus for the case. You can add more detail to increase the challenge for students as desired.

Case Study #1: Workers Compensation Board Standards John is a Journeyman Electrician. One day at work, he is seriously injured while wiring some electrical panels in an office building. John is not able to work for three months after this injury occurs, although there are no long-term issues that will continue past the three months of recovery time. What processes must happen following an injury in the workplace? What must the employer do? The employee do? What other agencies may become involved? What roles might these agencies play? (What do the agencies do?)

Case Study #2: Apprenticeship Board, Alberta Off-Campus Learning Sarah has been working as a Commercial Welding Apprentice for the past three years. She enjoys her job, but has had difficulty getting her employers to regularly update her Apprenticeship Hours blue book. Sarah knows she has completed enough hours to write the Journeyman Exam, but has not been able to submit these hours because of her employers. Sarah knows that once she writes the exam and becomes a Journeyman, she should be getting paid more money per hour worked. What are the problems related to this situation? How should Sarah deal with the problems related to this situation? What should Sarahs employers have done instead? What choices could Sarah make to change her situation? She does not want to quit her job, and would like to stay working for the same company.

Case Study #3: WHMIS, Labor Standards Adam arrives at work on Monday morning, and is asked to help clean up a chemical spill in a windowless janitorial closet. Adam has not completed his WHMIS certification, and so is concerned about cleaning up the spill and his personal safety. What should Adam do? Is what Adam being asked to do illegal? Unethical? Explain your answers. What kinds of information would Adam have known, had he completed his WHMIS certification? What information would be significant in this situation for him to know?

Case Study #4: Labor Standards, Employment Act & Code Although Mark gets along well with his employers, not all employees do. There have been issues with getting paychecks on time, and the last one was especially late (the employers have been paying their employees the correct amount owed, but only every month and a half instead of every two weeks or every month). Other employees are getting angry, and Marks coworker recently said he was going to talk to the Labor Standards Board. Mark likes the people he works for, but is getting frustrated with the late pay. What kind of rules must employers follow with paying their employees? What kinds of actions do you think the Labor Board could take? What do you think Mark should choose to do in this situation? What would YOU do in this situation?

Case Study #5: Labor Standards Jennifer has been waitressing after school. She is 15 years old. Jennifers employers have asked her to start working a later shift, which would have her working from 6pm until 11:30pm 5 nights a week. Jennifer is unsure of whether or not she can work these long and demanding hours, but does not want to lose her job. What should Jennifers first step in examining this problem be? Why? Can Jennifers employers legally ask her to work these hours? What are some issues related to Jennifer working these hours? How could Jennifer approach this subject with her boss if she does not feel she is able to work the new schedule they have assigned her? Describe what she might say to the employers.

Case Study #6: WHMIS, Workers Compensation Board, Labor Standards Dylan has worked in a chemical refinery for several months. He is getting used to the long hours and shift work, but has noticed that his performance suffers any time he works longer than a 12 hour shift. One day Dylan burns himself quite badly with some chemicals he is working with, during a longer than usual (14 hour long) shift. What should Dylan do? What should Dylans employer do? What are the problems in this case? Are the employers actions legal? Describe why or why not What organizations may become involved with this issue? What might each of these do? (Answer for each organization)

Addition/ Modification to the Case Studies from the Expectations, Rights, & Responsibilities Lesson: Create a simulated courtroom environment. Provide students with another case study of your own design, or use one that students have found particularly controversial. Students will adjudicate the case study, and come to a conclusion about the legalities and parties involved. Estimated Length: 2 classes Roles: Students can be assigned the following roles, or may be allowed to choose their role (your choice). Legal Defense Teams: Two defense teams are needed. (Legal wording can be applied - Plaintiff and Defendant can be used instead of defense teams, legal procedural things can be incorporated as experience and time permits.) Each defense team will be assigned a side of the case to try - a coin toss or rock paper scissors can be the deciding procedure, or student choice if numbers are evenly distributed. The first class should be spent formulating a defense for each legal team, using the legal and procedural materials from the case studies that should have been completed prior to this activity. Jury: Students on the jury must hear the evidence, and evaluate it the arguments presented by both legal teams. Students must examine the evidence they are presented with, and decide how to rule based on the evidence presented, laws applied, and arguments presented. The Jury will be a major deciding factor in deciding who is to win the case. This should comprise up to 2/3s of the class numbers. There should be time incorporated for Jurors to ask the legal teams questions about what they are presenting, and for legal teams to respond. While the legal teams are preparing their defenses, Jurors should be reviewing legal documents and familiarizing themselves with the laws and procedures related to the case they will be hearing. Witnesses: Students from each legal team can choose up to 3 of the Jurors to be called on as a witness. Witnesses can be asked to familiarize themselves with the materials they will be providing support for. Witnesses can be assigned character roles by defense teams, such as law enforcement, employer, employee, labor standards employee, WHMIS authority, etc. Judge: If you choose not to play the role of the Judge yourself, you may want to choose a student who has well-developed moderator skills. The Judge should keep the pace moving forward, by determining who is to speak next, when question and answer periods from the Jury should begin and end, and generally overseeing the trial proceedings. The Judge should prepare for the trial by listening to both parties and speaking with the Jurors about what they are studying and preparing. The Judge will essentially be helping to keep students on track and on task as well.

Class One: Preparing for Trial Students prepare materials, arguments, research, and other background in preparation for trial. Students should be given the case study to work from, and you may want to have a class brainstorming sessions to identify the significant elements of the case. Class Two: Trial Begins Classroom can be rearranged to simulate a courtroom. If possible, an audience can be brought in to view the proceedings and lend meaning and significance to the activity. The case study should be presented, and opening arguments (what will be argued) presented. From there, the plaintiff should present his or her case to the Judge and Jury, followed by a response from the defense. Once both sides have been presented, each side should have the opportunity to present their argument, with time for questions from the Jury. Once all points have been argued, the defense teams should exit the room so the Jury can deliberate. Some time for deliberation can be given, and then a vote taken and a verdict reached. Defense teams re-enter, the Judge presents the verdict, and then the class can debrief about the case if necessary. Assessment: Students can submit a written reflection of their position and findings about the case, before it is tried, after it is tried, or for both times. Reflection and Courtroom Proceedings can be incorporated as a completion mark as well. More significant assessment pieces could easily be created from these lessons as well.