Grade 9: Social Studies

Charter of Rights and Freedoms

Research key documents that relate to human rights and compare: What is the purpose of the document? For whom is the document intended? Is there historical significance? How is the document regarded? Why is it important to record and respect such documents? Is this always the case? What makes a “human right” a right? What is the difference between a human right and an “social expectation”?

Using one of several available web sites, participate in Take the Temperature of Human Rights in Your School activity. This online questionnaire is based upon the Universal Declaration of Human Rights and Canada’s Charter of Rights and Freedoms.

Arrange on a timeline the following international highlights that have been key in the advancement of human rights. Add others to the timeline.

• Convention on the Rights of the Child
• Universal Declaration of Rights
• Canadian Charter of Rights and Freedoms
• Canada’s Truth and Reconciliation Commission (TRC) Report

Write a brief synopsis that identifies the impetus behind each of the documents and their individual goals. Identify the clauses in each of the above documents that have relevance for the dialogue that follows:

• the use of Sharia law by Muslim communities in Canada
• the right of Sikhs to wear the kirpan or traditional headgear
• the decision by the government of the Netherlands to ban face coverings such as the niqab (face veil) worn by Muslim women
• the inclusion of the Christmas pageant as part of a school’s Christmas celebration