How did the Treaty of the Great Peace of Montreal address collective identity and collective rights?
- I can discuss the impact of alliances between Europeans and First Nations.
- I can analyze an historic treaty and compare it to the Charter.
- I can give examples of individual rights and collective rights.
How did the fur trade lead to the development of Canada?
- I can summarize key ideas about how fur trading started and developed in Canada.
- I can analyze how the fur trade created relationships between Indigenous peoples and Europeans.
- I can consider what life would have been like for various participants in the fur trade.
What can we do to make the world a better place?
- I can tell a variety of ways I have changed over time and how my needs have changed.
- I can consider my rights as a Canadian citizen and what responsibilities I have to myself, my family, and others in my community.
- I can think of ways I can help others in my community to make our world better.
How do we ensure everyone has been included and represented?
- I can connect and engage with others.
- I can solve problems using kindness and empathy.
- I can identify how my actions affect others.
How can we recognize, appreciate and celebrate our differences?
- I can see different points of view.
- I can explain my thinking about equality and equity.
- I can participate in activities that make my school and community a better place.
What is the contribution of the labour movement in achieving many social programs, policies, and laws in Canada?
- I can name benefits that we enjoy today because of the labour movement.
- I can analyze the causes and consequences of milestones in workers’ rights.
- I can consider my personal opinions about unions and workers’ rights.
What have been the turning points for women’s rights in Canada?
- I can identify Canadian women who were trailblazers for women’s rights.
- I can analyze significant turning points in women’s rights in Canada.
- I can explain what needs to be done to remove barriers to gender equality in Canada today.
How are youth offenders treated differently than adult offenders?
- Students can collaborate effectively with others to deliver and present knowledge about the Youth Criminal Justice Act.
- Students can challenge assumptions and reflect on views on youth offenders from throughout the learning experience.
- Students can demonstrate empathy, personal responsibility, and listening skills during the restorative justice circle activity.
How are the rights of the accused upheld during trial procedures in accordance with the Canadian Charter of Rights and Freedoms?
- I can identify the legal rights in the Canadian Charter of Rights and Freedoms and discuss their importance.
- I can present examples of how Canadian Charter of Rights and Freedoms protects the rights of accused persons.
- I can reflect on my own misconceptions and biases regarding the rights and treatment of accused persons in court.
How have principles of law and justice changed over time and how do they differ today in different legal systems?
- I can debate the merits of different legal systems by using persuasive language and examples.
- I can analyze early legal systems to identify key principles and commonalities.
- I can collaborate to construct a comprehensive argument.