Quebec Competencies Chart – Technology Facilitated Violence: Criminal Case Law Lesson Plan

Author: The eQuality Project
Level: Grades 11-12
Lesson Length: 1.5-2 hours
Subject Area: English Language Arts, Ethics and Religious Culture
Lesson Link: https://mediasmarts.ca/teacher-resources/technology-facilitated-violence-criminal-case-law-lesson-plan

Description: This lesson plan explores the relationship between technology and the law by examining how the criminal law responds to technologically facilitated violence (TFV). Not only will it enhance students’ understanding of the legal meaning of key terms such as “violence”, it will also engage them in dialogue about the surrounding social and legal issues and the ways in which new and emerging technologies are affecting the relationship between the law and technology. Through the exploration of Canadian case studies, and subsequent discussion, students will develop their knowledge on legal implications of various forms of TFV such as harassing communications, criminal harassment, unauthorized use of computer systems, non-consensual disclosure of intimate images (sometimes referred to as “revenge porn”), and hate propaganda. Students will use materials from The eQuality Project’s “Technology-Facilitated Violence: Criminal Case Law” database to research recent Canadian case law involving TFV, better understand the concept of “violence” and the wide range of acts that fall within TFV, as well as the available criminal legal resources and potential outcomes for those affected.

Cross-curricular Competencies

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To adopt effective work methods
  • To use information and communication technologies (ICT)
  • To construct his/her identity
  • To cooperate with others
  • To communicate appropriately

Broad Areas of Learning

  • Media Literacy
  • Health and Well-Being
  • Environmental Awareness and Consumer Rights and Responsibilities
  • Citizenship and Community Life

This lesson satisfies the following Competencies from the Quebec Education Program:

English Language Arts

Uses language/talk to communicate and learn

Establishes a repertoire of resources for communicating and learning in specific contexts

  • Investigates the affordances of spoken language as a mode of communication
  • Develops rhetorical strategies to achieve specific purposes
  • Examines the affordances of genres

Participates in the social practices of the classroom and community in specific contexts

  • Investigates the uses of spoken language in the school and community
  • Plans and carries out independent units of study
  • Conducts exploratory ethnographic research
  • Organizes and maintains an integrated profile of work over the cycle
  • Engages in a process of self-evaluation and reflection
  • Confers with the teacher in regular and ongoing evaluation conferences

Interacts with peers and teacher in specific contexts

  • Collaborates with peers to construct knowledge about how things are done
  • Participates in collaborative action research groups using an inquiry process
  • Applies procedural and meaning making strategies to achieve a purpose
  • Contributes to team efforts as an interactive and critical listener

Reads and listens to written, spoken and media texts

Integrates reading profile, stance and strategies to make sense of a text in a specific context

  • Draws on prior experience and the features of a genre to make sense of a text
  • Adjusts reading strategies and stance to the context
  • Develops research and organizational strategies for working with information

Talks about own response to a text within a classroom community

  • Deepens own meaning(s) of a text in discussions with other readers
  • Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
  • Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
  • Shares Integrated Profile in teacher-student conferences

Interprets the relationship(s) between reader, text and context in light of own response(s)

  • Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
  • Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
  • Constructs interpretations that embody both own world and the world of the text

Produces texts for personal and social purposes

Extends repertoire of resources for producing texts

  • Immerses self in texts to learn how they are constructed
  • Investigates the codes and conventions of various genres
  • Creates criteria for what makes text(s) effective
  • Examines the affordances of different modes and genres to make production decisions
  • Uses models of different texts to apply chosen features in own work
  • Develops standards for using language responsibly to represent people, events and ideas

Constructs a relationship between writer/producer, text and context

  • Understands that all texts are constructed in specific contexts for specific audiences and purposes
  • Analyzes the elements of the context and shapes the text accordingly
  • Examines the differences between producing texts for public and private spaces.

Adapts a process to produce texts in specific contexts

  • Participates both individually and collaboratively in different recursive phases of the production process
  • Confers regularly with peers and teacher throughout the production process
  • Monitors own learning
  • Cultivates a variety of media and writerly practices

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Formulates a related ethical question
  • Compares points of view
  • Explains tensions or conflicting values
  • Compares the situation with similar situations
  • Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

  • Finds the main references present in different points of view
  • Looks for the role and the meaning of these references
  • Considers other references
  • Compares the meaning of the main references in different contexts

Evaluates options or possible actions

  • Suggests options or possible actions
  • Studies the effects of these options or actions on oneself, others or the situation
  • Reflects on the factors that influenced these choices

Engages in dialogue

Organizes his/her thinking

  • Makes connections between prior knowledge and new knowledge
  • Distinguishes between what is essential and what is secondary in the different points of view expressed

Develops a substantiated point of view

  • Develops further his/her understanding of different points of view
  • Imagines various hypotheses
  • Fleshes out a point of view
  • Anticipates objections and necessary clarifications
  • Validates his/her point of view
  • Reflects on his/her process

Interacts with others

  • Develops an awareness of his/her reaction to the subject of dialogue
  • Expresses his/her point of view and pays attention to others' views
  • Explains different points of view, using relevant and coherent arguments
  • Asks for clarification