Source: http://www.ohrc.on.ca/en/book/export/html/10947
Timestamp: 2019-04-22 13:13:52+00:00

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This section includes ideas for other curriculum areas, like role-play techniques in drama classes. Where appropriate, additional references have been provided, but many of the resources are already in this package. For example, to do role-plays during dramatic arts activities, use the case studies in the Students' handouts.
Have the class research language that has been used to define human rights since the mid 1950s. How has it changed? Have new words and expressions been created? Have the meanings of words altered over time?
Organize a debate on the merits of freedom of speech and belief versus the right to protection from discrimination. However, approach this activity with caution. It is important to give both sides of the discussion equal consideration, and to treat the feelings and rights of everyone with the utmost care and sensitivity.
Have the group discuss the question: Where do the rights of the individual end and those of the group begin? Should this boundary change in certain cases? Encourage students to read one or more books related to human rights, such as Joy Kogawa's Obasan, Timothy Findlay's Not Wanted on the Voyage, Lawrence Hill’s Book of Negroes.
Have students keep a journal where they can reflect on the human rights issues covered in this package.
Encourage students to write poems, plays or short stories about incidents involving human rights issues that either they, their friends or their families have encountered. They may expand this activity by starting a class or school human rights newsletter.
Connect with the Living Rights Project: Have your students submit articles, essays, poems, creative writing songs, videos or any other creative endeavour, on human rights in Ontario, or on their personal experience related to one of the Code grounds. This project is an online “living library” that is designed to be a helpful classroom tool that adds a human face to human rights issues. For more details, go to the OHRC website at www.ohrc.on.ca/en/learning/living_rights.
Youth Bowling Council of Ontario v. McLeod.
Have senior-level students create a contemporary, interactive dramatic presentation to help their peers and younger students learn about the different types of discrimination and why the Ontario Human Rights Code exists.
Students might compare Canada's human rights legislation to similar legislation in other countries. This activity will probably require a good deal of research. They can create a title for the final piece and present it at a school or class drama festival. You might consider videotaping the production. If you make a video, again consider submitting it to the OHRC’s Living Rights Project.
Students could chart the demographic histories of various racial and ethnic groups in Ontario, such as Aboriginal Peoples, people of African or Chinese descent. They might also look at shifts in Ontario's multicultural population since 1945. Do our social institutions acknowledge and reflect our cultural diversity?
How has society's understanding of the concept of family changed, and what effect is this having on human rights?
What social changes have come about since more women have entered the workforce?
Why do we need special programs designed to relieve hardship or economic disadvantage or to assist disadvantaged persons or groups to achieve equal opportunity? The class may present debates, simulated interviews and videos advertising the benefits of such programs. Consider submitting your students’ work to the Living Rights Project.
Have students review the Canadian Charter of Rights and Freedoms and the Constitution of the United States and look at the rights guaranteed to people living in each country. They could then develop a list of rights and protections outlined in each country and discuss the advantages and disadvantages of each system.
Students could research the reasons for the development of the United Nations' Universal Declaration of Human Rights, and explore its value to Canadian society since its introduction. For more information, see the Franklin and Eleanor Roosevelt Institute’s website at http://rooseveltinstitute.org.
Why has the human rights movement developed since the 1940s?
What happened in society during that time?
What do you think is different when you compare society today and society in the 1950s?
Have students monitor the media for its coverage of human rights issues. Keep a journal for a one-week period noting what gets coverage on radio or television. Save clippings from the local newspapers. What is the “spin” that the reporter takes? Does it take a pro human rights position?
Have students review some local newspaper classified ads. Do broadcast and print ads reflect the principles of human rights as they understand them? They could create a survey with appropriate questions and find out what others think.
What is the relationship between propaganda and the rights and freedoms of individuals and groups? How is this debate expressed in the news media? For more information on this topic, see the web site: www.mediasmarts.ca.
Encourage your students to collect songs and music inspired by the human rights movement. Bring in your own collection and listen to the music selections with the class. How many Canadian compositions relate to this topic?
Have students write lyrics and compose music for an original song that expresses their beliefs about human rights. It you videotape these, consider submitting the videos to the Living Rights Project.
Symbols are powerful tools. Can students identify local, national and international symbols connected with human rights? As a class, group or individual project, ask them to create a visual interpretation of the meaning of human rights. Ask them to share their talent by submitting their work to the Living Rights Project – and while they are there, check out the oil painting of the service dog!
To take a proactive role in stopping and preventing harassment and discrimination within the school and community environment.
All school boards in Ontario are now required to develop and implement policies on equity and inclusive education. Find out what your school is doing and how you can become involved.
Consider researching issues of gender, disability, sexual orientation, racial, ethnic and cultural equality in the school and community. If your school board has consultants who work in the areas of anti-discrimination and equal opportunity, they can provide support for such initiatives.
To explore international human rights issues, consider setting up an Amnesty International chapter in the school. Contact a local chapter of the Association for more information, or visit their website at www.amnesty.ca.
Conferences on human rights issues for peers and/or students in younger grades.
Have a “Human Rights Award” in your school. The award will recognize the individual or group from the school who makes a significant contribution to educating others about human rights and the effects of discrimination.
International Day for the Elimination of Racial Discrimination (March 21).
International Human Rights Day commemorates the anniversary of the signing of the United Nations' Universal Declaration of Human Rights on December 10, 1948.
Other annual events include Black History Month (February), Heritage Day (usually the third week in February), Asian Heritage Month (May), National Aboriginal day (June 21) the anniversary of Ontario Human Rights Code (June 15), Pride Week (June), and National Access Awareness Week for persons with disabilities (May/June).
All school boards are required to develop and implement equity and inclusive education policies. In addition to drafting these policies, many Ontario school boards have set up an internal complaints process. This ensures that schools deal with complaints promptly and in a way that respects the rights of both the people who complain and the people who are subjects of the complaint. For more information, visit the OHRC’s website (www.ohrc.on.ca) and view the publication Guidelines on developing human rights policies and procedures.
Maria Vanderputen v. Seydaco Packaging Corp. and Gerry Sanvido (No. 2, 3 and 4).
British Columbia (Public Service Employee Relations Commission) v. British Columbia Government and Service Employees Union (1999), 35 C.H.R.R. D/257 (Supreme Court of Canada).
Cameron v. Nel-Gor Castle Nursing Home (1984), 5 C.H.R.R. D/2170 (Ontario Board of Inquiry).
Huck v. Canadian Odeon Theatres Ltd. (1985), 6 C.H.R.R. D/2682 (Saskatchewan Court of Appeal).
Huck v. Canadian Odeon Theatres Ltd. (1981), 2 C.H.R.R. D/521 (Saskatchewan Board of Inquiry).
McLeod v. Youth Bowling Council of Ontario (1988), 9 C.H.R.R. D/5371 (Ontario Board of Inquiry).
Noffke v. McClaskin Hot House (1989), 11 C.H.R.R. D/407 (Ontario Board of Inquiry).
Pandori v. Peel Board of Education (1990), 12 C.H.R.R. D/364 (Ontario Board of Inquiry).
Peel Board of Education v. Ontario (Human Rights Commission) (1990), 12 C.H.R.R. D/91 (Ontario Supreme Court).
Peel Board of Education v. Ontario (Human Rights Commission) and Pandori (1991), 14 C.H.R.R. D/403 (Ontario Divisional Court).
Youth Bowling Council of Ontario v. McLeod (1990), 14 C.H.R.R. D/120 (Ontario Divisional Court).
Abella, Judge R., Report of the Commission on Equality in Employment, Ottawa, 1985.
Aggarwal, A.P., Sexual Harassment in the Workplace, 2nd ed., Butterworths,Toronto, 1992.
Aggarwal, A.P., Sexual Harassment: A Guide for Understanding and Prevention, Butterworths, Toronto, 1992.
Backhouse, Constance, Colour-Coded: A Legal History of Racism in Canada, 1900-1950, University of Toronto Press, Toronto, 1999.
Foster, Lorne et al.(eds), Balancing Competing Human Rights Claims in a Diverse Society: Institutions, Policy, Principles, Irwin Law Press, Toronto, 2012.
Bayefsky, A., & Eberts, M. (eds.), Equality Rights and the Canadian Charter of Rights and Freedoms, Carswell, Toronto, 1985.
Brodsky, G., and Day, S., Canadian Charter Equality Rights for Women: One Step Forward or Two Steps Back?, Canadian Advisory Council on the Status of Women, Ottawa, 1989.
Cholewinski, R.I. (ed.), Human Rights in Canada: Into the 1990s and Beyond, University of Ottawa, Ottawa, 1990.
Gall, G. (ed.), Civil Liberties in Canada: Entering the 1980s, Butterworths, Toronto, 1982.
Grosman, B.A., and Martin, J.R., Discrimination in Employment in Ontario, Canada Law Book Inc., Aurora, 1994.
Kallen, Evelyn, Social Inequality and Social Injustice: A Human Rights Perspective, 2004.
Kallen, Evelyn, Ethnicity and Human Rights in Canada: A Human Rights Perspective on Race, Ethnicity, Racism and Systemic Inequality, 2003.
Keene, J., Human Rights in Ontario, 2nd ed., Carswell, Toronto, 1992.
Sheppard, C., Study Paper on Litigating the Relationship Between Equity and Equality, Ontario Law Reform Commission, Toronto, 1993.
Tarnopolsky, W.S., and Pentney, W.F., Discrimination and the Law, 2nd ed., Carswell, Toronto, 1993.
A Guide to the Charter for Equality-Seeking Groups, Canadian Council on Social Development, Court Challenges Program, Ottawa, 1987.
The Ontario Human Rights Commission has developed several electronic learning modules to help members of the public understand their rights and responsibilities under the Code. These may be particularly informative for students. See the OHRC website at: www.ohrc.on.ca/en/learning/ohrc-elearning-your-elearning-source-human-rights.
The Canadian Human Rights Commission (CHRC) enforces the Canadian Human Rights Act, which governs the federal government and federally-regulated companies like banks, railways and airlines. Included in its mandate are the federal Employment Equity and Pay Equity programs.
This publication prints the full text of most human rights decisions from all jurisdictions in Canada, in two or three volumes per year. Decisions handed down by tribunals and courts often break new ground in interpreting anti-discrimination law and equality rights in cases involving issues such as harassment, race discrimination, affirmative action, disability, maternity and pension benefits, sexual orientation and mandatory retirement. C.H.R.R. is available in most public reference libraries and law libraries.
This guide is a work in progress, and we need your help to continue to refine it. Please take a moment to complete the evaluation below. Your comments will help us design future education materials that will work in your classroom.
1. Before using this package, how much did you know about the Ontario Human Rights Code and the Ontario human rights system?
2. Considering the design of the package as well as the content, how easy was it to use with your students?
3. How effective were the package/exercises/handouts in helping students to understand their rights and responsibilities under the Code, and the roles of the various human rights agencies in protecting and enforcing those rights?
4. What exercises or handouts did you find particularly helpful?
5. What exercises or handouts did you find least helpful?
6. What type of information or material would you find most useful in the future?
7. Any comments on the package as a whole?
If you have developed any materials on human rights (exercises, case studies, etc.) and would like to share them with your colleagues, we would like to know about it. Please send a copy along with relevant instructions for using them to the above address. The OHRC will be developing a bank of instructional material and will make them available to other interested teachers.

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