CONTEXT

Grade(s): 9

Subject(s): Social Studies

Long-Term Students will be introduced to a new chapter on the Charter of

Sequencing and Rights and Freedoms
Scaffolding:
This lesson will ask students to use what they learn about the
Charter to assess and assign rights to different case studies.

Students will begin to integrate ideas of collective rights later on in

the Unit.

GOALS

Curricular 9.1.6 assess, critically, the impact of the Canadian Charter of

Expectations: Rights and Freedoms on the legislative process in Canada by
exploring and reflecting upon the following questions and
issues:

In what ways has the Canadian Charter of Rights and Freedoms

fostered recognition of individual rights in Canada?

What is the relationship between the rights guaranteed in the

Canadian Charter of Rights and Freedoms and the responsibilities
of Canadian citizens?

9.S.7 apply the research process:

draw conclusions based upon research and evidence

9.S.8 demonstrate skills of oral, written and visual literacy:

elicit, clarify and respond appropriately to questions, ideas and
diverse points of view presented in discussions

listen to others to understand their perspectives

Implicit Learning: Students will learn their own rights and freedoms according to the
Canadian Charter. They will also learn how to assess and
approach scenarios in which infringement on their rights occur.

ASSESSMENT(S)

Formative Assessment:
Participation in small groups and meaningful completion of case study questions and
discussion.
Ability to share conclusions and learning with the class through oral presentation.
 MATERIALS & RESOURCES

Class copies of the Charter of Rights and Freedoms

Case Studies: 7 of each case study
1
2
3
4
5
6
Whiteboard/Markers
Background information on Charter

OVERVIEW OF LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

To begin the class, the teacher will introduce Chapter 3 — the Charter of Rights and
Freedoms.

The teacher will proceed with a very brief history of the Charter of Rights and Freedoms:
● Preceded by the Bill of Rights created in 1960
● Signed by Pierre Trudeau (Justin Trudeau’s father! And was bilingual/born in
Montreal)
● Also signed by Queen Elizabeth II who just recently passed away
● Enacted April 17, 1982 (42 years ago!)
● Applies to all levels of government (ask students what the levels of government
are!)
● Emerged as Canada wanted to become separate (but not sovereign from) the
British — as this was a legal document first and foremost, and not a declaration of
national independency
● Used to make Canada a “free and democratic society”
● Many of the French rights in the document emerged because of the Quiet
Revolution and October Crisis in the 1960-70s
● The Charter is often used and manipulated to fit the needs of court trials to defend
for/against people who go against rights and freedoms
● Ultimately, the Charter can be everchanging and flowing as amendments can be
made to better suit the needs of Canadians
● Likewise, it is not always in effect as the government has control over when
rights/freedoms can be given or taken away (within “reason” like the War Measures
act during October Crisis or the Emergencies Act during the Truckers Convoy in
2022) **within reason being taken very lightly here as there is a lot of debate on
the reasonableness of the Emergencies Act in 2022**
○ Section 1 — Limitations Clause

The teacher will then pass out copies of the Charter of Rights and Freedoms and ask
students to skim it while the teacher writes the 7 key sections on the board.

Then, the teacher will begin to review the Charter of Rights and Freedoms
● The teacher will then open up the discussion to the class where the students will
contribute what they know about each section of the Charter
○ The teacher will supplement each section with their background information
 for greater student understanding
○ Fun fact: section 15 (equality rights) was added to the Charter 3 YEARS
after the original version to allow governments to ensure their laws aligned
with this section when it was enacted
● The teacher will then ask the students which sections they believe pertain to
Indigenous individuals in Canada (all of them!) (however, the government ensured
that the Charter would not “abrogate or derogate” — take away from — previously
agreed upon terms from treaties, land claims, or agreements made with
Indigenous peoples) (but this is not always a positive thing — like shaky land rights
or inability to adequately support criminalized Indigenous women, for example)
● The same will be asked for workplace rights and freedoms (also all of them!) (but
particularly equality rights)

The teacher will introduce the assignment for the rest of the class time:
● Students will work in small groups to read through a case study. They will then
answer 5 questions about the case study.
● Students will get around 30 minutes to work through their case study and then the
teacher will go through each case study with the whole class and open up the
questions to all the students.
● Students will share the answers to their case studies prior to the end of class to
show what they learned from each scenario

The teacher will then direct students to break into their small groups (group size will be
determined based on number of students in class) aiming for about 6 groups and work
through their case studies.

If groups complete their first case study, they can work through another one! (they can
choose which one)

TIMING, SEQUENCING, TRANSITIONS OF LESSON

INCL. KEY PROMPTS & INSTRUCTIONS

Introduction / Hook Introduction to Chapter

(3 mins — 10:38am)

15 mins — 10:53am Intro to the Charter and overview of Charter (including the addition
of Indigenous and workplace rights)

5 mins — 10:58am Assignment introduction

2 mins — 11am Students break into groups

30 mins — 11:30am Students work on Case Studies

15 mins — 11:45am Class sharing of Case Studies

Conclusion / Students pack up, return case studies to teacher, and prepare for
Wrap up (0 mins) next period