Lesson 2: Administrative and Labour Law

Activities

Activity 1: What is Administrative Law?

Start off the class by asking if anyone has heard of or come across anything to do with administrative law? If someone has, ask them to tell the class what they think it is.

Let students know that this type of law is also known as the invisible law and affects every aspect of our lives on a daily basis. Ask if anyone would like to guess what type of law it deals with.

Advise the students that you will be watching a nine minute video that explains administrative law. Give them Handout 1: What is Administrative Law? The students will fill in the blanks as they watch the video. Let them know that they will be playing a game after the video. Also advise them that they each will be asked a question orally based on what they see in the video. They will ask what game it is and you can let them know the game is called Fly Swatter.

Watch the video What is Administrative Law? It will take approximately 8 minutes. The video can be found at www.AdminLawBC.ca. If you have difficulty loading a video from the AdminLawBC.ca website, go to YouTube.com/JusticeEd. See Answer Key in for Handout 1 in the Assessment section.

Activity 2: Fly Swatter Game

  • Make an overhead of Handout 2: Fly Swatter Rules and Handout 3: Fly Swatter Answer Key. Give a copy of Handout 2 to your students.
  • Explain the Fly Swatter rules. Split the class in half.
  • Your classroom needs to have either one aisle up the centre or two equidistant aisles that each student can walk down to get to the overhead screen.
  • You will need two fly swatters (or two rulers will also work). They are handed off to the two people who are competing for the correct answer.
  • The two students competing against one another stand at the back of the class with their back against the wall (to be fair). You must read the question from Handout 4: Fly Swatter Questions then say “go”. They must not run or push each other. They should walk, quickly, up to the displayed answer sheet and gently “swat” the correct answer. The first person to “swat” the correct answer gets a point for their group.
  • You may want to re-state the correct answer and rationale to reinforce the learning.
  • Keep track of the score on the board. You may want to ask the groups to come up with a name for their respective teams.
  • Display the answers sheet so that each word is quite large.
  • Play the game. Declare a winner.

See Answer Key for Handout 4 in the Assessment section.

Activity 3: Administrative Tribunals

Next, you are going to have your students look at the specifics of how the tribunals work and what type of tribunals exist. Watch the video “Types of Administrative Tribunals”. Handout 5: Types of Administrative Law Tribunals can be filled in by the students as they watch the video.

Hand out Handout 6: Administrative Tribunals and encourage the students to work independently for the first few minutes. Then when they’re stumped, encourage them to partner up and work at finding the answers together. When they are finished they can work on an extension activity.

Have them exchange their matching sheet with a partner. Correct the activity using the answer key for Handout 6: Administrative Tribunals. See Answer Key for Handout 6 in the Assessment section.

Activity 4: Residential Tenancy Office

Have students watch the short videos on the website for the Residential Tenancy Branch of BC .The series of eight videos covers a range topics, including: deciding on a place, paying rent, repairs and the end of tenancy.

Afterwards, students can do some research on the decisions made by Dispute Resolutions officers. Have them identify the dispute issue, who filed the dispute resolution, and what the outcome was. Students can use the Residential Tenancy Branch website to search for decisions. Students will use Handout 7: Residential Tenancy Disputes to record their answers.

Activity 5: Introduction to Labour Law

Introduce the topic by asking the class the following questions:

  1. By show of hands, how many students have a part-time job?
  2. How many students plan to get a job in the near future? (Pretty much all of the students should have their hand up at this point.)
  3. Does anyone have a story about an incident about when they were working where they were treated improperly by an employer?
  4. How long do you have to file a complaint? (6 months.)
  5. Under what law would labour issues fall in BC? Civil or Criminal? (Civil.)
  6. If an employer does not pay wages to an employee does that mean it automatically will end up in civil court? (No, the employee should make a complaint with the Employment Standards Branch.)

Think/Pair/Share — Ask the students to take out a piece of paper and brainstorm their rights as an employee. Give them two minutes for their brainstorm. Ask them to also write out their responsibilities. Have the students share their answer with a partner and then have the partnership share with the class.

  • Have the students guess what today’s topic is: Labour Law, dispute resolution and arbitration. The lesson is about exploring a workers rights and responsibilities on the job.
  • Make an overhead of Handout 8: Labour Law and the Employment Standards Act and put it up for discussion.
  • Have students follow on this handout and fill in the blanks.

Activity 6: Employment Standards Gallery Walk

Prior to class, cut up Handout 9: Employment Standards Gallery Walk Cards and place the different cards around the room. A Gallery Walk is a station activity where your students start at a particular card and after a minute rotate to the next card to their right. 

Distribute Handout 10: Employment Standards Gallery Walk questions and invite the students to individually go around the room and discover the answers to the questions on their handout.

There are 29 questions. You could use less than 29 if you are pressed for time. Pick the questions that you think the students will learn the most from. Have the students spread out so that they have their own question to begin with. When they are finished with a question, encourage them to find another question they need to answer that has nobody working at it. They do not need to do this sequentially. If you are using less than the 29 cards, students can be put into groups to do the activity.

When the students are finished, have them sit back down with a partner and sort through any answers they had trouble with. Using Handout 10: Employment Standards Gallery Walk Key discuss the answers with the class and have their partner mark them. The students could hand in the activity for assessment.

See Answer Key for Handout 10 in the Assessment section.